The research of Hebert, with regard to the competencies that teachers of beginning typewriting should have, is translated into a format thought to be useful to the teacher educator. A list of performance goals and objectives that might be used in typewriting methods program is included. (Author/HD)

The findings evolved from questionnaires received from 204 firms pertaining to needed skills in spelling, typewriting, automatic typewriting, calculating machines, transcription machines, shorthand, and work processing, as well as to attributes of job attendance, cooperation, courtesy, telephone personality and appearance. (Author)

A study concluded that there were no significant differences in posttest speed achievement of students in grades 3 through 6 when pretest typewriting speed score was used as a covariate. Fifteen or fewer hours of instruction allows development of typewriting speed at the lowest level of skill acquisition. (JOW)

Discusses a study which indicated that relationships exist between students' learning styles and their attitudes toward individualized, competency-based typewriting instruction, particularly for beginning students. (JOW)

Two error analysis studies were designed to determine the effects of work and letter-combination difficulty upon error incidence in straight-copy timed writings in typewriting. (Author/JS)

To discover how students perceived they were being helped to learn, three teacher nonverbal behaviors (invasion, touching, and eye contact) were investigated in secondary education typewriting classes through the use of silent videotaped teacher-student enactments and several significant findings were indicated, including a noted difference in…

Typewriting skill achievement pre- and posttests were given to senior high school students in three capstone office education courses: cooperative office education, model office, and office procedures. As findings showed achievement not differing on six of eight measures, it was recommended that schools offer a choice of capstone experiences. (MF)

Typewriting students were given a pretest, prescriptive exercises, and a posttest. After reading, analyzing, and typing a variety of materials on the capabilities of the handicapped, students were more positive in their attitude that disabled persons can be satisfactory employees. (Author/ SK)

Most pressing problems representing research priorities for the business education profession do not fit into such narrow functional categories as typewriting and shorthand. Rather the problems critical to survival of our discipline in the decade ahead are more of an interdisciplinary nature. (Author)

This study compared two software programs for teaching keyboarding to students in grades four, five, and six and compared speed achievement when students were grouped by sex. One program was an educational game. The other used traditional psychological motor skill development theory as applied to typewriting instruction. Results are reported and…

Usable responses received from 129 students in an introductory microcomputer course showed that the following were not related to course success: prior keyboarding/typewriting experience, age, or use of computer in other classes. Few significant differences appeared between those required and not required to take the course. Respondents thought…

Relationships between straight-copy typing and shorthand transcription and between production typing and shorthand transcription were studied using data gathered from seventy-three shorthand students. Results of the correlation analyses showed few significant relationships, indicating that transcription skills are unique. (MF)

Discusses a study that compared concurrent and delayed approaches of presenting alphabet and number keys on the typewriter. Found that students exposed to the concurrent approach followed by daily number drills achieved a higher percentage of accuracy than those learning by the traditional method. (JOW)

Describes the construction and testing of an instrument to measure kinesthetic perception. The test can be used on the first day of typing class to predict straight-copy typing speed. Sections or variables on the test are identified that best predict straight-copy speed and number of stroking errors. (Author/SK)

Seven 5-minute, straight-copy timed writings administered to 87 college students revealed that (1) use of the print and return features of electronic typewriters does not automatically heighten speed or accuracy; and (2) students do not necessarily choose the best combination of features for enhancing performance. (SK)