Regardless of the advantages that full digitization can provide within the educational field, we have to ask ourselves if the reading, visual, and cognitive performance is the same between formats: digital vs. printed. This has been a hot topic that has received much attention from various academic disciplines. In this series of three articles, we intend to address the issue from a multidisciplinary perspective—paying special attention to the implications that, from our point of view, are more relevant for the optometric practitioner. In this first article, we look at visual activities at school and the relationship between visual and academic abilities as we review the possible differences that may arise during reading in both formats.