No description available.

No description available.

No description available.

Thesis (Ph. D.)--University of California, San Diego, 1981. / Vita. Includes bibliographical references (leaves 127-130).

Thesis (Ph. D.)--University of California, San Diego, 1981. / Vita. Includes bibliographical references (leaves 127-130).

The problem of the study was to determine the effects of student use of Skill-Builder Controlled Reader training in facilitating skill development in beginning and intermediate typewriting classes at the college level.

This investigation compares the effectiveness of two methods of teaching production work in beginning typewriting. One method is defined as the traditional approach, which adheres to suggestions and materials for teaching found in current typewriting textbooks. Students are paced, drilled, and timed on straight copy to build speed and accuracy, but not on production work; they usually type from perfectly arranged copy; and they circle their errors for at least half the course. The other method, developed at North Texas State University by Payne and Anderson, is defined as the teacher-directed approach. Students are intensively paced, drilled, and timed by the teacher on short, simple jobs or parts of jobs; they usually type from unarranged copy; they learn to erase errors on production work during the first production unit; and they are evaluated on the basis of the number of mailable items produced during a specific time period.

The twenty-nine typewriting texts which form the basis for this study are a sample of those currently used in the field of typewriting instruction. The purpose of this study is to see how they agree or where they disagree in the material offered and the way in which it is presented.

The problem of this study is an analysis of activities in production typewriting, development of a teaching model, and establishment of production standards. The study has four main purposes which are: (1) to identify the time spent in keystroking, decision making, typing from longhand copy, erasing an original, typing and correcting one carbon copy, and proofreading; (2) to test the correlation between anxiety level and decision-making time, and IQ and decision-making time; (3) to analyze the differences in difficulty level of six production tasks and develop a teaching model; and (4) to discover the mean gross words per minute rate and total number of errors on six production tasks and develop production standards.

No description available.