Discusses a study (1) to compare shorthand accuracy scores and speed attainment, and (2) to determine if there was a significant relationship between machine shorthand accuracy and speed attainment. Found that there was no significance between the method of instruction and accuracy or speed, but there was a significant relationship between…

Results of a study were reported which indicated that progressively more dictation practice time is needed by students to achieve each speed level from 60 wpm to 90 wpm and less time is needed by students to achieve 100 wpm than to achieve 70, 80, or 90 wpm. (Author/SC)

Traces the evolution of the American adaptations of Isaac Pitman's British phonography and determines the use of these adaptations in both verbatim reporting and in business from 1843 to 1976. Focuses on the modifications of the system made by several American authors. (CT)

The implications that word processing will have on management as a technique is discussed. The effect on secretaries, their skills, and how it will affect their jobs necessitates including word processing in planning curriculums for business education. (DS)

The author explains why she disagrees with the International Word Processing Association statement that "shorthand skill is becoming an archaic job requirement." (BP)

Suggestions are proposed for successfully incorporating dictation machines and tapes in the shorthand classroom. Particular emphasis is placed on the importance of providing students with an opportunity for preparation, questions, and learning the procedures in the traditional manner. Students should be given an opportunity to react to the new…

Discusses a study conducted to determine the implications for the collegiate secretarial curriculum of the need for and use of shorthand by secretaries in a select area. It was concluded that shorthand should continue to be taught but that the content and methodology of shorthand instruction should be reassessed. (CT)

A study was undertaken to determine effectiveness of emphasizing transcription (a necessary skill marketability) rather than speed development in second semester of beginning shorthand since second year shorthand is rarely taught. The experimental group was better at producing mailable letters; the control group was better on dictation tests. (SC)

Results of a study comparing three- to five-minute dictations indicate that as the length of dictation increased, accuracy achievement decreased. Suggestions are: (1) one-minute dictation tests be used as speed-building (but not testing) devices, and (2) evaluations include occasional five-minute tests as well as three-minute tests. (SC)

The case for preferring an alphabetic to a symbolic shorthand system is based on the results of studies of students who have learned both methods. The alphabetic system is easier to learn, requires less time to learn, and allows more to time to be spend in other learning activities. (AG)

A method of teaching punctuation application to advanced shorthand students involves telling them, in practice sessions, what punctuation is needed in a particular exercise so they can concentrate on correct usage. On test days, they must decide how much punctuation is needed and where it is needed, based on previous practice. (TA)

A growing body of research has exploded the notion that a single, highly proselyted method of teaching is good for shorthand. Discussed are (1) the major goal of shorthand/transcription, (2) an instructional design for achieving this goal, and (3) the decisions and options that emerge in the dual-system classroom. (HD)

A survey of high schools in St. Louis County, Cook County (Chicago), and Indianapolis, and all junior colleges in Illinois indicated a growing interest in touch shorthand with a corresponding increase in the number of schools offering this shorthand system. (Author/SC)