Based on "Typing 2," Gregg's new second-year vocational typing book for high schools, this article discusses ways to use the textbook and what the teacher can do to support the spirit of realism, purpose, and efficiency that the author feels should dominate the vocational typing course. (TA)

Describes a method of incorporating word processing concepts and skills into existing business courses, focusing on form letter processing. (SK)

An illustrated score sheet is included in this discussion of a method of teaching number typing using number drill sheets for six minutes of each class period. (TA)

Selected factors of practice promoting typewriting skill are: practice is no guarantee of learning; nonrepetitive practice is better than repetitive; mentally rehearsing a skill task is beneficial; little or no improvement takes place without knowledge of results, and; plateaus in motor skill learning may be indicative of practice limit.…

For the beginning typist the transition from the printed copy to original composition is difficult. Interest and enthusiasm for original composition at the typewriter may be created with use of "Thought Starters."

Trying to teach a one-handed person to type in the same fashion as a two-handed person is a mistake. Each handicapped person has to adapt to his own capabilities. The writer outlines the stages she went through in learning to type with one hand. (Author/KP)

This article is an abstract of Dr. Langford's doctoral dissertation completed at Syracuse University. The primary purpose of the study was to ascertain and contrast the measurable effects, if any, of chaining" upon stroking speed and accuracy. (Author/JS)

The following seven practice patterns, which are designed to improve typewriting skills and which fit basic requirements for all practice routines are described: 12-Second Sprints, 30-Second Sprints, 1-Minute Piecemeals, The Blitz, Double Timed Writing, Selective Practice, and Proportional Practice. (TA)

Notes that in a good production typing program that builds significant keystroking skills along with high-level production skills, quality of typing work plus the time required to complete that quality work must be adequately reflected. Essential conditions of production typing are outlined. (HD)

An updated description of a self-paced typing course developed at Kapiolani Community College, Honolulu, Hawaii. (HB)

Proficiency at vocational typing tasks after conventional or programed instruction was compared. The subjects were low-ability students in first- and second-year typing classes. The programed instruction featured: little practice at ordinary stroking skills, early introduction of vocational typing tasks, explicit instruction in making decisions…

A teaching technique is described in which the students were paid dollars for perfectly corrected production work and charged dollars for errors in typing and proofreading. (Author/BP)

The article illustrates a way typing students, with the guidance of a competent teacher, can individually progress toward prescribed competencies with the typewriter. The method consists of five easy steps: plan, orient, review, guide, and evaluate. (Author)