Dyslexics performed generally poorer than matched controls on verbal STM tasks.  Lower performance result either from impaired processing in the phonological loop, from poor processing of the central executive system (Sela et al., 2012) or both of them, a reduction in perceptual processing speed or working memory storage capacity. Recent evidence indicates that the deficit also involves visual-object and visual-spatial information (Menghini et al., 2011).  Verbal and visual STM performance are related to basic reading performance.  Working memory tasks training specifically the phonological loop, the visual sketchpad or the central executive improve memory performance and correlative-ly reading fluency and rhyming performance (Luo et al. 2013).  Mental processes of words involve the activity of independent but interconnected verbal and non verbal representational systems . Results The aim of the present study was to explore the effects of word concreteness and active imagery strategy on working-memory performance in dyslexic children, com-pared with that of an age-matched group of normal readers . Hypothesis  Dyslexic children have poorer performance both for recall of concrete and for ab-stract words, compared to normal readers.  Recall performance for concrete words is higher in normal readers than dyslex-ics.  Mental Imagery strategy will enhance recall performance of normal readers and dyslexics, independently of word type. Methods  Participants : 20 dyslexic children (11 to 12 years old) and 20 matched normal readers  Stimuli type : 4 lists of 6 words. 2 lists comprised of concrete words as "feu" (fire), "chat" (cat), "train" (train)… and 2 of abstract words as " jour " (day), soir" (evening), "peur" (fear)... 