Influence of the chosen handwriting style on reading and writing skills of second graders

Autores
Pearson, María Rufina; Londra, Franco; Pearson, Josefina
Año de publicación
2026
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Fil: Pearson, María Rufina. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina
Fil: Londra, Franco. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina
Fil: Pearson, Josefina. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina
Current literature is inconclusive regarding the role of handwrit ing style in reading and writing performance of primary school students. This study aimed to investigate the impact of the handwriting style used by students (uppercase print, script, cursive) on spelling, use of punctuation and capital letters, richness of composition, and writing and reading fluen cy. A total of 152 second-grade students from middle socioeconomic level schools in Buenos Aires, Argentina, participated. The students completed word and pseudoword dictation tasks, writing composition, writing fluen cy, graphomotor skills and reading fluency tasks. Results showed that stu dents who used handwritten script (lowercase print) wrote a greater num ber of correct words and sentences, made fewer spelling errors, wrote more letters per minute, and read with greater fluency compared to those who used handwriting uppercase print or cursive, all with p < .045. Accu racy in pseudowords and phonological errors were explained by grapho motor development, both with p < .007. The results provide evidence to the debate on which handwriting style is better to use and are discussed in relation to their application in the school context.
Fuente
Anales de Psicología, 42(1), e01, 1-11
Materia
ESCRITURA
LECTOESCRITURA
EDUCACION PRIMARIA
LECTURA
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/4.0/
Repositorio
Repositorio Institucional (UCA)
Institución
Pontificia Universidad Católica Argentina
OAI Identificador
oai:ucacris:123456789/21888
Acceder
id RIUCA_83d65148ebddf5c09a0d3351b3625237
oai_identifier_str oai:ucacris:123456789/21888
network_acronym_str RIUCA
repository_id_str 2585
network_name_str Repositorio Institucional (UCA)
spelling Influence of the chosen handwriting style on reading and writing skills of second gradersPearson, María RufinaLondra, FrancoPearson, JosefinaESCRITURALECTOESCRITURAEDUCACION PRIMARIALECTURAFil: Pearson, María Rufina. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; ArgentinaFil: Londra, Franco. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; ArgentinaFil: Pearson, Josefina. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; ArgentinaCurrent literature is inconclusive regarding the role of handwrit ing style in reading and writing performance of primary school students. This study aimed to investigate the impact of the handwriting style used by students (uppercase print, script, cursive) on spelling, use of punctuation and capital letters, richness of composition, and writing and reading fluen cy. A total of 152 second-grade students from middle socioeconomic level schools in Buenos Aires, Argentina, participated. The students completed word and pseudoword dictation tasks, writing composition, writing fluen cy, graphomotor skills and reading fluency tasks. Results showed that stu dents who used handwritten script (lowercase print) wrote a greater num ber of correct words and sentences, made fewer spelling errors, wrote more letters per minute, and read with greater fluency compared to those who used handwriting uppercase print or cursive, all with p < .045. Accu racy in pseudowords and phonological errors were explained by grapho motor development, both with p < .007. The results provide evidence to the debate on which handwriting style is better to use and are discussed in relation to their application in the school context.Universidad de Murcia. Servicio de Publicaciones2026info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfhttps://repositorio.uca.edu.ar/handle/123456789/218881695-2294https://doi.org/10.6018/analesps.622991Anales de Psicología, 42(1), e01, 1-11reponame:Repositorio Institucional (UCA)instname:Pontificia Universidad Católica ArgentinaengArgentinainfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/4.0/2026-09-28T11:10:43Zoai:ucacris:123456789/21888instacron:UCAInstitucionalhttps://repositorio.uca.edu.ar/Universidad privadaNo correspondehttps://repositorio.uca.edu.ar/oaiclaudia_fernandez@uca.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:25852026-09-28 11:10:43.707Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentinafalse
dc.title.none.fl_str_mv Influence of the chosen handwriting style on reading and writing skills of second graders
title Influence of the chosen handwriting style on reading and writing skills of second graders
spellingShingle Influence of the chosen handwriting style on reading and writing skills of second graders
Pearson, María Rufina
ESCRITURA
LECTOESCRITURA
EDUCACION PRIMARIA
LECTURA
title_short Influence of the chosen handwriting style on reading and writing skills of second graders
title_full Influence of the chosen handwriting style on reading and writing skills of second graders
title_fullStr Influence of the chosen handwriting style on reading and writing skills of second graders
title_full_unstemmed Influence of the chosen handwriting style on reading and writing skills of second graders
title_sort Influence of the chosen handwriting style on reading and writing skills of second graders
dc.creator.none.fl_str_mv Pearson, María Rufina
Londra, Franco
Pearson, Josefina
author Pearson, María Rufina
author_facet Pearson, María Rufina
Londra, Franco
Pearson, Josefina
author_role author
author2 Londra, Franco
Pearson, Josefina
author2_role author
author
dc.subject.none.fl_str_mv ESCRITURA
LECTOESCRITURA
EDUCACION PRIMARIA
LECTURA
topic ESCRITURA
LECTOESCRITURA
EDUCACION PRIMARIA
LECTURA
dc.description.none.fl_txt_mv Fil: Pearson, María Rufina. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina
Fil: Londra, Franco. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina
Fil: Pearson, Josefina. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina
Current literature is inconclusive regarding the role of handwrit ing style in reading and writing performance of primary school students. This study aimed to investigate the impact of the handwriting style used by students (uppercase print, script, cursive) on spelling, use of punctuation and capital letters, richness of composition, and writing and reading fluen cy. A total of 152 second-grade students from middle socioeconomic level schools in Buenos Aires, Argentina, participated. The students completed word and pseudoword dictation tasks, writing composition, writing fluen cy, graphomotor skills and reading fluency tasks. Results showed that stu dents who used handwritten script (lowercase print) wrote a greater num ber of correct words and sentences, made fewer spelling errors, wrote more letters per minute, and read with greater fluency compared to those who used handwriting uppercase print or cursive, all with p < .045. Accu racy in pseudowords and phonological errors were explained by grapho motor development, both with p < .007. The results provide evidence to the debate on which handwriting style is better to use and are discussed in relation to their application in the school context.
description Fil: Pearson, María Rufina. Pontificia Universidad Católica Argentina. Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina
publishDate 2026
dc.date.none.fl_str_mv 2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://repositorio.uca.edu.ar/handle/123456789/21888
1695-2294
https://doi.org/10.6018/analesps.622991
url https://repositorio.uca.edu.ar/handle/123456789/21888
https://doi.org/10.6018/analesps.622991
identifier_str_mv 1695-2294
dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Argentina
dc.publisher.none.fl_str_mv Universidad de Murcia. Servicio de Publicaciones
publisher.none.fl_str_mv Universidad de Murcia. Servicio de Publicaciones
dc.source.none.fl_str_mv Anales de Psicología, 42(1), e01, 1-11
reponame:Repositorio Institucional (UCA)
instname:Pontificia Universidad Católica Argentina
reponame_str Repositorio Institucional (UCA)
collection Repositorio Institucional (UCA)
instname_str Pontificia Universidad Católica Argentina
repository.name.fl_str_mv Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentina
repository.mail.fl_str_mv claudia_fernandez@uca.edu.ar
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score 13.265058

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