The use of electric typewriters for beginning reading instruction was investigated. Thirty-six freshmen and sophomore education majors worked for 10 weeks with nine pairs of L-level (first-grade) children from the Wisconsin University laboratory school on SRA materials, Dolch phrases, and creative writing. Half used typewriters and the rest, pencils in front of a television camera. Pretests and post-tests were given, including the Gates-MacGinitie Primary Reading Test A, Dolch 220-word basic reading list, and the SRA reading series tests. Post-tests included the number of words written; Stanford Achievement Test, Form X, Primary Battery; and Hildreth Letter per Minute Test. The typing group showed more growth in the Gates-MacGinitie and the Dolch tests, but there were no significant differences in reading ability of the two groups at the end of the 10 weeks. It was concluded that (1) the use of the typewriters did not increase experience and speed or reduce reading learning and (2) the children enjoyed the machines and the attention of a college student. It was recommended that future studies might investigate whether a difference does exist if all the students are boys or have perceptual motor or handwriting difficulties. Tables and a bibliography are included. (Author/BM)