As a result of preliminary observations of word processing in elementary level language the seven case studies presented in this report reveal the effectiveness of current word processing (WP) activities within their respective instructional contexts. Each study is presented separately, detailing the classroom context, tasks and outcomes, program effectiveness, and results. Observations common to all of the studies are discussed under the following categories: (1) common features, such as the limitations created by the physical set-up of the labs and teachers' general satisfaction with the software; (2) younger versus older students, with younger students exhibiting the least facility with the keyboard and various machine functions while older students are able to take advantage of more of the functions offered by word processing; (3) regular classrooms versus labs, where computers in the regular classroom may create a physically congested environment and require a longer initial start-up time than would a lab situation; and (4) special education, specifically how WP can benefit students in this setting. Generally, the studies indicated that the type and/or degree of success students attain using WP is governed by the context in which it is used. The most important contextual variables identified in the studies were age, equipment availability, and location. (Lists of software publishers and related reading are appended.) (JD)