Which components of working memory are important in the writing process?

By R. Vanderberg, H. Lee Swanson. 2007

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Modeling Writing Development: Contribution of Transcription and Self-Regulation to Portuguese Students' Text Generation Quality (2013, background): “of a successful self-regulation-based intervention, Brunstein and Glaser (2011) found that it had a positive impact on text quality by promoting planning and revising.”
Training Advanced Writing Skills: The Case for Deliberate Practice (2009, background): “Vanderberg and Swanson (2007) extended such findings by discovering that it is individual differences in central executive capacity that reliably accounts for variability in writing skills among 10th graders in high school.”
Training writing skills: A cognitive developmental perspective (2008, background): “In fact, Vandenberg and Swanson (2007) reported that individual differences in writing ability among high school students are reliably related to central executive capacity.”
Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students (2011, background): “In fact, Vandenberg and Swanson (2007) found the central executive to be the only component of a working memory system to predict planning, translating, revision, higher-order skills, and vocabulary in high school students.”