THE PURPOSE OF THIS STUDY WAS TO COMPARE TWO TEACHING METHODS FOR DEVELOPING PRODUCTION TYPEWRITING ABILITY. THE TRADITIONAL, SPEED-EMPHASIS METHOD AND THE EXPERIMENTAL, PRODUCTION-EMPHASIS METHOD, WERE USED DURING 50-MINUTE PERIODS FOR 61 SESSIONS EACH SEMESTER WITH STUDENTS ENROLLED IN INTERMEDIATE TYPEWRITING AT INDIANA UNIVERSITY DURING 1954-55. DURING THE FIRST SEMESTER, THERE WERE 37 STUDENTS IN THE CONTROL GROUP AND 85 STUDENTS IN THREE EXPERIMENTAL-GROUP CLASSES. IN THE SECOND SEMESTER, THERE WERE 22 STUDENTS IN THE CONTROL GROUP AND 82 STUDENTS IN THE THREE EXPERIMENTAL CLASSES. THE TWO GROUPS WERE EQUATED IN TERMS OF INITIAL PRODUCTION, NET STROKING, NET PERFORMANCE, RELATED INFORMATION, PSYCHOLOGICAL SCORE, AND READING COMPREHENSION. AT THE BEGINNING AND END OF EACH SEMESTER, TESTS OF PRODUCTION ABILITY, NET STROKING SPEED, NET PERFORMANCE, AND RELATED INFORMATION WERE ADMINISTERED. AT THE BEGINNING OF THE EXPERIMENT IN BOTH SEMESTERS, THE CONTROL GROUP SHOWED HIGHER PRODUCTION ABILITY THAN THE EXPERIMENTAL GROUP. AT THE END OF THE FIRST SEMESTER, THE EXPERIMENTAL GROUP HAD A FINAL PRODUCTION-RATE MEAN OF 13.15 WORDS PER MINUTE (WPM) AND THE CONTROL GROUP A MEAN OF ONLY 7.70 WPM. AT THE END OF THE SECOND SEMESTER, THE EXPERIMENTAL-GROUP MEAN WAS 13.17 WPM AND THE CONTROL GROUP 8.23 WPM. IT WAS RECOMMENDED THAT TYPEWRITING COURSES BE ORGANIZED TO INCLUDE INTENSIVE INSTRUCTION IN PRODUCTION TECHNIQUES AND PROCEDURES. ADDITIONAL FINDINGS AND IMPLICATIONS ARE GIVEN. THIS IS AN ABSTRACT OF A PH.D. DISSERTATION COMPLETED AT THE UNIVERSITY OF PITTSBURGH IN 1956. (PS)