This research focused on the fluency of writing processes of children with dyslexia, in order to examine the relationship between WM and writing. An experiment was used in which children with dyslexia, and chronological age-matched and reading age-matched children without dyslexia wrote 24 sentences. Sentences with existing words and non-words were used. The results show that there are no differences between children with dyslexia and their chronological age-matched peers during writing. This similarity is surprising and indicates that WM problems in children with dyslexia may have no impact on their writing. The results imply that when different components of WM interact with each other, a model in which visuospatial and verbal WM are separated is more appropriate than a model with a pooled WM.