Autonomous and Heteronomous Roles of the Teacher in the Development of Early Reading Literacy

Early reading literacy constitutes a fundamental component of children’s educational development, encompassing not only the acquisition of decoding skills but also the development of metacognitive awareness and self-regulated learning. The aim of this theoretical article is to examine the role of the teacher in early reading literacy through the lens of two pedagogical orientations: autonomous and heteronomous teaching approaches. Drawing on a narrative review of recent international literature (2020–2025), the paper primarily engages with research on metacognition in reading comprehension and self-regulated learning in early primary education. Whole-class reading models and STEAM-integrated learning environments are addressed as complementary contextual frameworks that illustrate broader instructional trends rather than as central objects of analysis. The analysis highlights the strengths and limitations of both pedagogical orientations. Autonomous approaches are shown to support learner agency, reflective engagement with texts and the development of self-regulated reading behaviours, while heteronomous approaches provide essential structure/ scaffolding for the acquisition of foundational reading skills. The article argues that effective early literacy instruction requires a balanced and context-sensitive integration of both approaches, adapted to pupils’ developmental readiness and classroom conditions. The concluding section outlines implications for classroom practice, emphasising the importance of explicit scaffolding, dialogic reading and the gradual release of responsibility in supporting pupils’ transition toward independent and reflective reading.