The purpose of this research was to determine whether student achievement in reading and spelling could be improved by using a typewriting instructional technique rather than a handwriting technique. The subjects were 23 second, third, and fourth grade students who scored significantly below the norms on segments of the Illinois Test of Psycholinguistic Abilities. These experimental subjects were required to type selected words daily, while a match-paired control group practiced the same words by handwriting. After 14 days of instruction, both groups took the California Achievement Tests, providing scores for reading comprehension, reading vocabulary, and spelling. The results indicated that the students improved significantly more in all three areas when they were given the experience of typing rather than handwriting the words. Neither the main effect due to grade level nor the interaction between grade level and achievement was significant. It was suggested that structured learning through aids such as the typewriter provided some remedial children with a useful orientation to the task. (Author/RL)