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The review examines the role of working memory in language production and more particularly in written production, taking a cognitive and developmental approach. This involves determining ways in which working memory contributes to individual and developmental differences in written production. After presenting works describing the relationship between working memory and language production (oral and written) , this article emphasizes the cognitive cost of conceptual, linguistic and articulatory components, taking into account the specificities of the written mode. Finally, the idea that children's difficulties to produce written texts are due to the procedural management of components involved in written production is developped. This management is constrained by the limited information processing capacity of subjects.
