Working memory plays a crucial role in language acquisition and academic achievement. Previous researches have been carried out on working memory in children speaking languages other than Arabic. Unfortunately, few studies have been carried out on working memory in Arabic speaking children. Objective: The aim of this work was to develop an assessment protocol of working memory in normal Arabic speaking children in order to collect normative data which will be useful in future link establishment between working memory and communicative disorders. Subjects &methods: 120 normal children aged between 5 to 13 years were divided into four age groups and subjected to multiple measures assessing working memory components. Complex span tasks were used to assess the central executive. Simple span tasks, including verbal and visuospatial materials, were used to assess the phonological short term memory as well as the visuospatial sketchpad. Sentence repetition tests were used to assess the episodic buffer. Results: results revealed increase in working memory capacity with age. The child's gender and the educational level of his parents were found to have no effect on his working memory performance. The designed assessment protocol was found to have internal consistency and validity as revealed by the statistical studies. Conculsion: data gathered from this study can be considered a preliminary nucleus for future standardization studies regarding working memory assessment in Arabic speaking children.