Background: Dyslexics read concrete words better than abstract ones. As a result, one of the major problems facing dyslexics is the fact that only part of the information that they require to communicate is concrete, i.e. can easily be pictured. Method: The experiment involved dyslexic third-grade, English-speaking children (8-year-olds) divided into two groups. One group was given syllabic logograms that supported drawings made by assembling stenographic strokes (syllables). The dyslexic control group did not receive the drawings. In this study we compared reaction times of two groups of dyslexic children of 22 pupils each, one supported with logograms and one without as a control group. Results: The data gathered from these reading tests suggest that logograms can help dyslexic children form links between the syllables of a word and its corresponding image. Conclusions: The results of the present study may aid in interpreting the data on the recognition of abstract words and production tasks with dyslexic children. (Contains 14 figures and 3 tables.)