Influence of the chosen typography on reading and writing skills

• Pearson, María Rufina ^[1] ; Londra, Franco ^[1] ; Pearson, Josefina ^[1]
  1. [1] Pontificia Universidad Católica Argentina

     Pontificia Universidad Católica Argentina

     Argentina

     
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 42, Nº. 1, 2026 (Ejemplar dedicado a: January - April (in progress); e07), pág. 1
• Idioma: inglés
• DOI: 10.6018/analesps.622991
• Títulos paralelos:
  • El impacto de la tipografía utilizada en habilidades de lectura y escritura.
• Enlaces
  • Texto completo
• Resumen
  • español

    En la actualidad la literatura no es conclusiva con respecto al rol de la tipografía en el desempeño en lecto-escritura de alumnos de educación primaria. El objetivo de este trabajo fue estudiar el impacto de la tipografía utilizada por el alumno (mayúscula, script, cursiva) en los procesos de transcripción, composición escrita y lectura. Participaron 152 alumnos de segundo grado de escuelas de nivel socioeconómico medio de la provincia de Buenos Aires, Argentina. Los alumnos completaron tareas de dictado de palabras y pseudopalabras, redacción, fluidez en la escritura, grafomotricidad y fluidez lectora. Los resultados mostraron que los alumnos que utilizaron tipografía script escribían mayor cantidad de palabras y oraciones correctas, menor cantidad de errores ortográficos, escribían más letras por minuto y leyeron con mayor fluidez en comparación a quienes utilizaron imprenta mayúscula o cursiva, todos los p < .045. La precisión en la escritura de pseudopalabras y los errores fonológicos fueron explicados por el nivel de desarrollo grafomotor, ambos p < .007. Los resultados aportan evidencia al debate de qué tipografía utilizar y se discuten en función de su aplicación al ámbito escolar.

  • English

    Currently, the literature is inconclusive regarding the role of typography in reading and writing performance of primary school students. This study aimed to investigate the impact of the typography used by students (uppercase, script, cursive) on spelling, use of punctuation and capital letters, richness of composition, and writing-reading fluency. A total of 152 second-grade students from middle socioeconomic level schools in Buenos Aires, Argentina, participated. The students completed tasks involving the dictation of words and pseudowords, writing, writing fluency, graphomotor skills and reading fluency. Results showed that students who used script typography wrote a greater number of correct words and sentences, made fewer spelling errors, wrote more letters per minute, and read with greater fluency compared to those who used uppercase or cursive, all with p < .045. Accuracy in pseudowords and phonological errors were explained by graphomotor development, both with p < .007. The results provide evidence to the debate on which typography to use and are discussed based on its application to the school environment.

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