El impacto del estilo de escritura manual utilizada en habilidades de lectura y escritura en niños de segundo grado de primaria

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DOI: https://doi.org/10.6018/analesps.622991
Palabras clave: Tipografía, Mayúscula, Cursiva, Script, Escritura

Resumen

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.

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Publicado
02-01-2026
Cómo citar
Pearson, M. R., Londra, F., & Pearson, J. (2026). El impacto del estilo de escritura manual utilizada en habilidades de lectura y escritura en niños de segundo grado de primaria. Anales De Psicología Annals of Psychology, 42(1), e01. https://doi.org/10.6018/analesps.622991