Abstract This paper describes the experience of the Modena Section of the Associazione Italiana Dislessia in using concept maps with dyslexic students. An evaluation is made of the characteristics of concept maps that highlight the strengths and minimize the weaknesses of young dyslexics while promoting their success at school at all ages. The fundamental difference between normal student readers and dyslexic students lies in the difficulty dyslexics have in reading a text and then create a map autonomously. The help of a tutor or supporter is necessary. The map represents a substitute for the text and allows access to knowledge, favours learning and memorization, and encourages autonomy in study and revision so much that it becomes an indispensable tool for learning at school.