{"id":700560,"date":"2026-06-10T13:09:34","date_gmt":"2026-06-10T11:09:34","guid":{"rendered":"https:\/\/www.dynseo.com\/imagier-des-sons-complexes-dyslexie-guide-pratique-pour-orthophonistes-dynseo-2\/"},"modified":"2026-06-10T13:11:35","modified_gmt":"2026-06-10T11:11:35","slug":"imagining-complex-sounds-dyslexia-practical-guide-for-speech-therapists-dynseo","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/imagining-complex-sounds-dyslexia-practical-guide-for-speech-therapists-dynseo\/","title":{"rendered":"Imagining Complex Sounds Dyslexia: Practical Guide for Speech Therapists &#8211; DYNSEO"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; 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class=\"dbi-art-aac0c4\">\n<header class=\"hero\">\n<div class=\"hero-tag\">\ud83d\udd0a Dyslexia \u00b7 Phonology \u00b7 Oral language \u00b7 Speech therapy<\/div>\n<h1>How to use the complex sounds picture book<!\u2013- [et_pb_br_holder] -\u2013>in a dyslexia session?<\/h1>\n<pee class=\"hero-sub\">Complete practical guide \u2014 speech therapist&#8217;s advice for integrating the complex sounds picture book into phonological work specific to dyslexia, from perception to transfer in reading<\/pee>\n<\/header>\n<div class=\"banner\">\n  <pee>\ud83c\udf81 Free tool \u00b7 Downloadable immediately \u00b7 No registration required<\/pee>\n  <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/imagier-of-complex-sounds\/\" class=\"bws\">Access the complex sounds picture book \u2192<\/a>\n<\/div>\n<p><main class=\"container\"><\/p>\n<div class=\"intro\"><pee>Dyslexia is primarily a phonological disorder \u2014 yet, many interventions remain focused on the graphemic code without sufficiently working on the phonological basis that underlies it. The DYNSEO complex sounds picture book is a valuable tool for this fundamental work: it anchors each difficult sound in a concrete word represented by an image, providing dyslexic children with the visual support they need to bypass their phonological processing difficulties. This guide explains how to use it optimally in session.<\/pee><\/div>\n<h2>1. Dyslexia and phonology: why working on complex sounds is central<\/h2>\n<h3>1.1 The phonological deficit at the heart of dyslexia<\/h3>\n<pee>Dyslexia is not a visual disorder \u2014 it is a phonological processing disorder. Dyslexic children have specific difficulties in segmenting words into phonemes, manipulating these phonemes mentally, and associating them with the corresponding graphemes. These phonological difficulties are the main cause of their decoding troubles, and they precede and predict reading difficulties.<\/pee>\n<div class=\"hl\">\n<h4>\ud83e\udde0 Why complex sounds are problematic in dyslexia<\/h4>\n<pee>Complex sounds \u2014 those that require precise oral-facial motor skills ([\u0281], [\u0283], [\u0272]) or particularly fluid articulation (consonant clusters Gr\/Cr\/Tr) \u2014 are the ones that most strongly mobilize phonological representations. For a dyslexic child whose representations are blurry or poorly stabilized, these sounds pose problems not only in oral production but especially in written decoding tasks that require quick access to their phonological representation.<\/pee>\n  <\/div>\n<h3>1.2 The most problematic complex sounds in dyslexia<\/h3>\n<div class=\"sons-table\">\n<table>\n<thead>\n<tr>\n<th>Sound \/ Grapheme<\/th>\n<th>Example<\/th>\n<th>Difficulties in dyslexia<\/th>\n<th>Level<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>[\u0281] \u2014 R<\/strong><\/td>\n<td>red, carrot<\/td>\n<td>Unstable phonological representation, frequent confusion with [l]<\/td>\n<td><span class=\"badge-diff bd-hard\">High<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>Gr\/Cr\/Tr\/Pr<\/strong><\/td>\n<td>frog, pencil<\/td>\n<td>Difficulties in processing consonant clusters \u2014 tendency to omit a consonant<\/td>\n<td><span class=\"badge-diff bd-hard\">High<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>[\u0283] \u2014 CH<\/strong><\/td>\n<td>cat, mouth<\/td>\n<td>Confusion with [s] in writing, unstable oral representation<\/td>\n<td><span class=\"badge-diff bd-med\">Medium<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>[\u0292] \u2014 J \/ GE<\/strong><\/td>\n<td>game, cage<\/td>\n<td>Confusion with [\u0283] in reading\/writing<\/td>\n<td><span class=\"badge-diff bd-med\">Medium<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>[y] \u2014 U<\/strong><\/td>\n<td>moon, office<\/td>\n<td>Especially for allophone learners, but also in complex sequences<\/td>\n<td><span class=\"badge-diff bd-easy\">Moderate<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>[\u0272] \u2014 GN<\/strong><\/td>\n<td>lamb, mountain<\/td>\n<td>Rare representation, difficult to automate<\/td>\n<td><span class=\"badge-diff bd-med\">Medium<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n<h2>2. The DYNSEO complex sounds picture book: tool reminder<\/h2>\n<div class=\"hl\">\n<h4>\ud83d\udccb At a glance<\/h4>\n<pee><strong>Format:<\/strong> Downloadable, printable PDF \u00b7 <strong>Cost:<\/strong> Free \u00b7 <strong>Structure:<\/strong> Images associated with each complex sound in initial, medial, and final positions \u00b7 <strong>Use in dyslexia:<\/strong> Visual support to anchor the phonological representations of difficult sounds<\/pee>\n  <\/div>\n<pee>The picture book is not a reading tool \u2014 it is a phonological tool. Its use in a dyslexia session is based on this principle: to strengthen the phonological representations of complex sounds via a visual channel (the images), so that these representations are more solid and more accessible during written decoding.<\/pee>\n<div class=\"cta-main\">\n<div class=\"ico\">\ud83d\udd0a<\/div>\n<div>\n<h4>Complex sounds picture book \u2014 Free DYNSEO<\/h4>\n<pee>Visual support to anchor the phonological representations of complex sounds \u2014 particularly effective in the management of dyslexia. Downloadable immediately. No registration required.<\/pee>\n      <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/imagier-of-complex-sounds\/\" class=\"bw\">Download for free \u2192<\/a>\n    <\/div>\n<\/p><\/div>\n<h2>3. Usage protocol in a dyslexia session<\/h2>\n<h3>3.1 Recommended work sequence<\/h3>\n<div class=\"seance-proto\">\n<h4>\ud83c\udfaf 5-step protocol \u2014 picture book + dyslexia<\/h4>\n<div class=\"sp-steps\">\n<div class=\"sp-step\"><span class=\"sp-num\">1<\/span><\/p>\n<h5>Perception<\/h5>\n<pee>Identify the target sound by listening to the words in the picture book<\/pee><\/div>\n<div class=\"sp-step\"><span class=\"sp-num\">2<\/span><\/p>\n<h5>Naming<\/h5>\n<pee>Name the images while consciously emphasizing the target sound<\/pee><\/div>\n<div class=\"sp-step\"><span class=\"sp-num\">3<\/span><\/p>\n<h5>Segmentation<\/h5>\n<pee>Isolate the sound in the word, count the phonemes, identify the position<\/pee><\/div>\n<div class=\"sp-step\"><span class=\"sp-num\">4<\/span><\/p>\n<h5>Grapheme<\/h5>\n<pee>Link the sound to its corresponding grapheme(s)<\/pee><\/div>\n<div class=\"sp-step\"><span class=\"sp-num\">5<\/span><\/p>\n<h5>Decoding<\/h5>\n<pee>Read words from the picture book \u2014 then new words containing the sound<\/pee><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<h3>3.2 Step 1 \u2014 Work on perception before production<\/h3>\n<div class=\"ub\">\n<h4>\ud83c\udfaf Auditory discrimination with the picture book<\/h4>\n<pee>Spread out the boards of the picture book on the target sound and two other sounds. Pronounce a word \u2014 the child must point to the correct board. This pure auditory discrimination task develops the ability to identify the sound in the speech flow, without requiring production. For dyslexic children whose phonological representations are blurry, this is often the first step to work on.<\/pee><\/div>\n<div class=\"ub\">\n<h4>\ud83c\udfaf Phonological intruder game<\/h4>\n<pee>Show 4 images from the picture book \u2014 3 contain the target sound, 1 is an intruder. The child identifies the intruder. This game works on phonological awareness in a semi-playful context, with the visual support of the images as help.<\/pee><\/div>\n<h3>3.3 Step 2 \u2014 Strengthening representations through naming<\/h3>\n<pee>Naming the images from the picture book strengthens the sound-image-meaning link. For dyslexic children, this repetition in a meaningful context (the images give meaning to the words) is much more effective than repeating lists of abstract sounds.<\/pee>\n<div class=\"tip\">\n<div class=\"ico\">\ud83d\udca1<\/div>\n<pee><strong>Spaced repetition technique:<\/strong> Return to the images from the picture book from one session to another, gradually increasing the interval between revisions (1 day, then 3 days, then 1 week). This spaced repetition technique optimizes long-term memorization of phonological representations.<\/pee><\/div>\n<h3>3.4 Step 3 \u2014 The crucial bridge: from sound to grapheme<\/h3>\n<pee>This is where the picture book plays its most important role in the management of dyslexia: creating and strengthening the link between the phonological representation (the sound) and the orthographic representation (the grapheme). For each image from the picture book, the work consists of naming the image \u2192 identifying the sound \u2192 writing the corresponding grapheme \u2192 reading the word.<\/pee>\n<div class=\"hl\">\n<h4>\ud83d\udd17 The phonology-spelling link in practice<\/h4>\n<pee><strong>Image &#8220;cat&#8221;<\/strong> \u2192 What sound do I hear first? \u2192 [\u0283] \u2192 How is this sound written? \u2192 &#8220;ch&#8221; \u2192 Read the word &#8220;cat&#8221;. This sequence, repeated with many examples from the picture book, gradually automates the complex grapho-phonemic correspondences that are lacking in dyslexia.<\/pee>\n  <\/div>\n<h3>3.5 Transfer: from the picture book to fluent reading<\/h3>\n<div class=\"nc\">\n<div class=\"nb\">1<\/div>\n<div>\n<h4>Texts with targeted complex sounds<\/h4>\n<pee>After working with the picture book, read short texts containing many occurrences of the sound worked on. The high density of the sound in the text offers repeated exposure that reinforces the phonological representation in an authentic reading context.<\/pee><\/div>\n<\/div>\n<div class=\"nc\">\n<div class=\"nb\">2<\/div>\n<div>\n<h4>Pseudo-word decoding exercises<\/h4>\n<pee>Create pseudo-words (invented words) containing the sound from the picture book. Pseudo-words force the child to use their phonological skills (impossible to guess by global recognition). They are an excellent indicator of the strength of the phonological representation.<\/pee><\/div>\n<\/div>\n<div class=\"nc\">\n<div class=\"nb\">3<\/div>\n<div>\n<h4>Dictations focused on the worked sound<\/h4>\n<pee>Mini-dictations of 5 words from the picture book (or new words on the same sound) allow measuring whether the child can encode the targeted sound \u2014 a skill directly related to the strength of their phonological representation.<\/pee><\/div>\n<\/div>\n<h2>4. Adapting usage according to dyslexic profile<\/h2>\n<div class=\"cards\">\n<div class=\"card\">\n<div class=\"ci ci-b\">\ud83d\udd24<\/div>\n<h4>Pure phonological dyslexia<\/h4>\n<pee>Priority to steps 1-3 (perception, discrimination, naming). Working on phonological representations is at the core. The picture book is used intensively before any link to writing.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"ci ci-t\">\ud83d\udc41\ufe0f<\/div>\n<h4>Surface dyslexia<\/h4>\n<pee>Difficulties on the lexical route \u2014 the phonological route is often less affected. The picture book reinforces word-images (global memorization of words via associated images). Faster progression to steps 4-5.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"ci ci-y\">\ud83d\udd00<\/div>\n<h4>Mixed dyslexia<\/h4>\n<pee>Combine both approaches according to the targeted sounds. The picture book simultaneously works on phonological representations and the global forms of words. Progression to be adapted to the detailed phonological assessment.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"ci ci-p\">\ud83d\udde3\ufe0f<\/div>\n<h4>Dyslexia + articulation difficulties<\/h4>\n<pee>The complex sounds picture book is doubly valuable: it works on both the phonological representation AND the oral production of the sound. Start with production work before linking to writing.<\/pee><\/div>\n<\/p><\/div>\n<div class=\"qte\"><pee>\u201cWith my dyslexic patients, the picture book is systematically on the table. I do not use it as a reading tool \u2014 I use it to build the phonological representation of the sound. When the representation is solid, decoding follows naturally.\u201d<\/pee><cite>\u2014 Freelance speech therapist, specialized in dyslexia and written language disorders<\/cite><\/div>\n<h2>5. The DYNSEO Oral Language \/ Dyslexia ecosystem<\/h2>\n<div class=\"oc\">\n<h4>\ud83e\uddf0 Complementary DYNSEO tools \u2014 Oral language<\/h4>\n<ul>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/imagier-of-complex-sounds\/\">\ud83d\udd0a Complex sounds picture book<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/articulatory-tracking-chart\/\">\ud83d\udcca Articulatory tracking table<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/phonological-awareness-cards\/\">\ud83c\udccf Phonological awareness cards<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/sequenceur-dhistoire-en-images\/\">\ud83c\udf9e\ufe0f Image story sequencer<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/loto-of-semantic-categories\/\">\ud83c\udfaf Semantic categories bingo<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">\ud83d\uddc2\ufe0f Complete catalog<\/a><\/li>\n<\/ul><\/div>\n<div class=\"cta-sec\">\n<div class=\"ico\">\ud83c\udccf<\/div>\n<div>\n<h4>Phonological awareness cards \u2014 Free complementary tool<\/h4>\n<pee>To deepen the phonological work initiated with the picture book, the phonological awareness cards offer activities for syllabic and phonemic segmentation and manipulation \u2014 key skills in dyslexia rehabilitation.<\/pee>\n      <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/phonological-awareness-cards\/\" class=\"bb\">Access the cards \u2192<\/a>\n    <\/div>\n<\/p><\/div>\n<div class=\"cards\">\n<div class=\"card\">\n<div class=\"ci ci-b\">\ud83d\udcf1<\/div>\n<h4>COCO Application<\/h4>\n<pee><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" style=\"color:var(--blue)\">COCO<\/a> offers memory and attention games for 5-10 year-olds \u2014 skills directly involved in phonological learning.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"ci ci-t\">\ud83d\udcf1<\/div>\n<h4>CLINT Application<\/h4>\n<pee><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\" style=\"color:var(--blue)\">CLINT<\/a> maintains the cognitive functions of dyslexic adolescents and adults between sessions.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"ci ci-y\">\ud83e\uddea<\/div>\n<h4>Cognitive tests<\/h4>\n<pee>The <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\" style=\"color:var(--blue)\">DYNSEO cognitive tests<\/a> objectively assess the phonological and attentional functions related to dyslexia.<\/pee><\/div>\n<div class=\"card\">\n<div class=\"ci ci-p\">\ud83c\udf93<\/div>\n<h4>Training<\/h4>\n<pee>The <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\" style=\"color:var(--blue)\">DYNSEO training<\/a> Qualiopi covers dyslexia, phonology, and written language rehabilitation.<\/pee><\/div>\n<\/p><\/div>\n<div class=\"ccl\">\n<h2>Phonology first: the picture book as the foundation of dyslexia rehabilitation<\/h2>\n<pee>In the management of dyslexia, the complex sounds picture book is not an accessory \u2014 it is a fundamental working tool on the phonological representations that condition decoding. Free, immediately available, adaptable to all dyslexic profiles.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/imagier-of-complex-sounds\/\" class=\"bcta\">Download the picture book for free \u2192<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/phonological-awareness-cards\/\" class=\"bsec\">Phonological cards<\/a>\n  <\/div>\n<p><\/main><\/p>\n<section class=\"faq-s\">\n<div class=\"container\">\n<h2>FAQ \u2014 Picture Dictionary of Complex Sounds and Dyslexia<\/h2>\n<div class=\"fi\">\n<h4><span>Q1<\/span> Does the picture dictionary of complex sounds address the cause of dyslexia or its symptoms?<\/h4>\n<pee>The picture dictionary works directly on phonological representations \u2014 which are the main cause of decoding difficulties in phonological dyslexia. By strengthening these representations through a concrete visual support, it acts on the deficient mechanism itself, not just on surface symptoms. However, no tool &#8220;cures&#8221; dyslexia \u2014 which is a permanent neurological characteristic. The picture dictionary allows for the construction of more solid phonological representations that make decoding smoother and more automatic.<\/pee><\/div>\n<div class=\"fi\">\n<h4><span>Q2<\/span> From what reading level can the picture dictionary be used in the management of dyslexia?<\/h4>\n<pee>The picture dictionary can be used from the very beginning of management \u2014 even before the child knows how to read. The first steps (perception, discrimination, naming) are purely oral and require no reading skills. The link to the grapheme (steps 4-5) is introduced gradually when the phonological representations are sufficiently stabilized. For children in great difficulty, several months of oral work with the picture dictionary may precede any decoding tasks.<\/pee><\/div>\n<div class=\"fi\">\n<h4><span>Q3<\/span> How to choose which sounds to prioritize working on with the picture dictionary for a dyslexic child?<\/h4>\n<pee>The speech therapy assessment is the main guide. In general: start with the sounds whose representation is the most unstable in the assessment \u2014 those that are most often omitted, substituted, or confused in oral production; prioritize the sounds whose mastery will unlock the most frequent words in reading (the [\u0281] is very frequent in French); and in consonant clusters, start with the most frequent (br-, cr-, dr-, gr-, pr-, tr-) before the rarer ones.<\/pee><\/div>\n<div class=\"fi\">\n<h4><span>Q4<\/span> Can the picture dictionary be used independently by the dyslexic child at home?<\/h4>\n<pee>Yes \u2014 with simple parental guidance the first few times. The speech therapist shows the child AND the parents how to use the picture dictionary during a dedicated session, then provides clear instructions on the exercises to do at home (naming images, sound game, mini-dictation). 10 minutes a day with the picture dictionary at home on the sound worked on in the session is one of the most important factors for phonological progress in dyslexia.<\/pee><\/div>\n<div class=\"fi\">\n<h4><span>Q5<\/span> Is the picture dictionary suitable for dyslexic adults in rehabilitation?<\/h4>\n<pee>Yes \u2014 the unstable phonological representations of dyslexia persist into adulthood. The picture dictionary is fully relevant for adults who are resuming rehabilitation or discovering their dyslexia late. With adults, progress is often faster because motivation is strong and the context is clearly professional or personal (improving reading for work, driving, higher education). The absence of text in the picture dictionary also makes it suitable for adults whose reading level is very low.<\/pee><\/div>\n<\/p><\/div>\n<\/section>\n<footer>\n  <pee>DYNSEO \u2014 Free tools for professionals and families<\/pee>\n<div class=\"fl\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/imagier-of-complex-sounds\/\">Picture Dictionary of Complex Sounds<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/phonological-awareness-cards\/\">Phonological Cards<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/articulatory-tracking-chart\/\">Articulatory Chart<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">All Tools<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">Training<\/a>\n  <\/div>\n<\/footer>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\ud83d\udd0a Dyslexia \u00b7 Phonology \u00b7 Oral language \u00b7 Speech therapy How to use the complex sounds picture bookin a dyslexia session? Complete practical guide \u2014 speech therapist&#8217;s advice for integrating the complex sounds picture book into phonological work specific to dyslexia, from perception to transfer in reading \ud83c\udf81 Free tool \u00b7 Downloadable immediately \u00b7 No [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":410101,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_code admin_label=\"HTML import\u00e9\" _builder_version=\"4.16\" global_colors_info=\"{}\"]<style 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{color:var(--blue);border-color:var(--teal)}\n.dbi-art-aac0c4 .fi {background:#fff;border-radius:var(--br);padding:22px 26px;margin-bottom:12px;box-shadow:var(--shc)}\n.dbi-art-aac0c4 .fi h4 {font-size:15px;font-weight:700;color:var(--blue);margin-bottom:10px;display:flex;gap:10px}\n.dbi-art-aac0c4 .fi h4 span {color:var(--teal)}\n.dbi-art-aac0c4 .fi p {font-size:14px;margin:0}\n.dbi-art-aac0c4 footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:36px 20px;text-align:center}\n.dbi-art-aac0c4 footer p {color:rgba(255,255,255,.8);font-size:13px;margin-bottom:14px}\n.dbi-art-aac0c4 .fl {display:flex;justify-content:center;gap:12px;flex-wrap:wrap}\n.dbi-art-aac0c4 .fl a {color:#fff;text-decoration:none;font-size:12px;font-weight:600;padding:7px 16px;border:1px solid rgba(255,255,255,.3);border-radius:50px}\n@media(max-width:560px) {\n.dbi-art-aac0c4 .cta-main, .dbi-art-aac0c4 .cta-sec {flex-direction:column}\n.dbi-art-aac0c4 .cards {grid-template-columns:1fr}\n.dbi-art-aac0c4 .sp-steps {flex-direction:column;align-items:center}\n}\n\n<\/style>\n<div class=\"dbi-art-aac0c4\">\n<header class=\"hero\">\n  <div class=\"hero-tag\">\ud83d\udd0a Dyslexia \u00b7 Phonology \u00b7 Oral language \u00b7 Speech therapy<\/div>\n  <h1>How to use the complex sounds picture book<br>in a dyslexia session?<\/h1>\n  <p class=\"hero-sub\">Complete practical guide \u2014 speech therapist's advice for integrating the complex sounds picture book into phonological work specific to dyslexia, from perception to transfer in reading<\/p>\n<\/header>\n<div class=\"banner\">\n  <p>\ud83c\udf81 Free tool \u00b7 Downloadable immediately \u00b7 No registration required<\/p>\n  <a href=\"https:\/\/www.dynseo.com\/nos-outils\/imagier-des-sons-complexes\/\" class=\"bws\">Access the complex sounds picture book \u2192<\/a>\n<\/div>\n<main class=\"container\">\n  <div class=\"intro\"><p>Dyslexia is primarily a phonological disorder \u2014 yet, many interventions remain focused on the graphemic code without sufficiently working on the phonological basis that underlies it. The DYNSEO complex sounds picture book is a valuable tool for this fundamental work: it anchors each difficult sound in a concrete word represented by an image, providing dyslexic children with the visual support they need to bypass their phonological processing difficulties. This guide explains how to use it optimally in session.<\/p><\/div>\n\n  <h2>1. Dyslexia and phonology: why working on complex sounds is central<\/h2>\n\n  <h3>1.1 The phonological deficit at the heart of dyslexia<\/h3>\n  <p>Dyslexia is not a visual disorder \u2014 it is a phonological processing disorder. Dyslexic children have specific difficulties in segmenting words into phonemes, manipulating these phonemes mentally, and associating them with the corresponding graphemes. These phonological difficulties are the main cause of their decoding troubles, and they precede and predict reading difficulties.<\/p>\n  <div class=\"hl\">\n    <h4>\ud83e\udde0 Why complex sounds are problematic in dyslexia<\/h4>\n    <p>Complex sounds \u2014 those that require precise oral-facial motor skills ([\u0281], [\u0283], [\u0272]) or particularly fluid articulation (consonant clusters Gr\/Cr\/Tr) \u2014 are the ones that most strongly mobilize phonological representations. For a dyslexic child whose representations are blurry or poorly stabilized, these sounds pose problems not only in oral production but especially in written decoding tasks that require quick access to their phonological representation.<\/p>\n  <\/div>\n\n  <h3>1.2 The most problematic complex sounds in dyslexia<\/h3>\n  <div class=\"sons-table\">\n    <table>\n      <thead><tr><th>Sound \/ Grapheme<\/th><th>Example<\/th><th>Difficulties in dyslexia<\/th><th>Level<\/th><\/tr><\/thead>\n      <tbody>\n        <tr><td><strong>[\u0281] \u2014 R<\/strong><\/td><td>red, carrot<\/td><td>Unstable phonological representation, frequent confusion with [l]<\/td><td><span class=\"badge-diff bd-hard\">High<\/span><\/td><\/tr>\n        <tr><td><strong>Gr\/Cr\/Tr\/Pr<\/strong><\/td><td>frog, pencil<\/td><td>Difficulties in processing consonant clusters \u2014 tendency to omit a consonant<\/td><td><span class=\"badge-diff bd-hard\">High<\/span><\/td><\/tr>\n        <tr><td><strong>[\u0283] \u2014 CH<\/strong><\/td><td>cat, mouth<\/td><td>Confusion with [s] in writing, unstable oral representation<\/td><td><span class=\"badge-diff bd-med\">Medium<\/span><\/td><\/tr>\n        <tr><td><strong>[\u0292] \u2014 J \/ GE<\/strong><\/td><td>game, cage<\/td><td>Confusion with [\u0283] in reading\/writing<\/td><td><span class=\"badge-diff bd-med\">Medium<\/span><\/td><\/tr>\n        <tr><td><strong>[y] \u2014 U<\/strong><\/td><td>moon, office<\/td><td>Especially for allophone learners, but also in complex sequences<\/td><td><span class=\"badge-diff bd-easy\">Moderate<\/span><\/td><\/tr>\n        <tr><td><strong>[\u0272] \u2014 GN<\/strong><\/td><td>lamb, mountain<\/td><td>Rare representation, difficult to automate<\/td><td><span class=\"badge-diff bd-med\">Medium<\/span><\/td><\/tr>\n      <\/tbody>\n    <\/table>\n  <\/div>\n\n  <h2>2. The DYNSEO complex sounds picture book: tool reminder<\/h2>\n  <div class=\"hl\">\n    <h4>\ud83d\udccb At a glance<\/h4>\n    <p><strong>Format:<\/strong> Downloadable, printable PDF \u00b7 <strong>Cost:<\/strong> Free \u00b7 <strong>Structure:<\/strong> Images associated with each complex sound in initial, medial, and final positions \u00b7 <strong>Use in dyslexia:<\/strong> Visual support to anchor the phonological representations of difficult sounds<\/p>\n  <\/div>\n  <p>The picture book is not a reading tool \u2014 it is a phonological tool. Its use in a dyslexia session is based on this principle: to strengthen the phonological representations of complex sounds via a visual channel (the images), so that these representations are more solid and more accessible during written decoding.<\/p>\n\n  <div class=\"cta-main\">\n    <div class=\"ico\">\ud83d\udd0a<\/div>\n    <div>\n      <h4>Complex sounds picture book \u2014 Free DYNSEO<\/h4>\n      <p>Visual support to anchor the phonological representations of complex sounds \u2014 particularly effective in the management of dyslexia. Downloadable immediately. No registration required.<\/p>\n      <a href=\"https:\/\/www.dynseo.com\/nos-outils\/imagier-des-sons-complexes\/\" class=\"bw\">Download for free \u2192<\/a>\n    <\/div>\n  <\/div>\n\n  <h2>3. Usage protocol in a dyslexia session<\/h2>\n\n  <h3>3.1 Recommended work sequence<\/h3>\n  <div class=\"seance-proto\">\n    <h4>\ud83c\udfaf 5-step protocol \u2014 picture book + dyslexia<\/h4>\n    <div class=\"sp-steps\">\n      <div class=\"sp-step\"><span class=\"sp-num\">1<\/span><h5>Perception<\/h5><p>Identify the target sound by listening to the words in the picture book<\/p><\/div>\n      <div class=\"sp-step\"><span class=\"sp-num\">2<\/span><h5>Naming<\/h5><p>Name the images while consciously emphasizing the target sound<\/p><\/div>\n      <div class=\"sp-step\"><span class=\"sp-num\">3<\/span><h5>Segmentation<\/h5><p>Isolate the sound in the word, count the phonemes, identify the position<\/p><\/div>\n      <div class=\"sp-step\"><span class=\"sp-num\">4<\/span><h5>Grapheme<\/h5><p>Link the sound to its corresponding grapheme(s)<\/p><\/div>\n      <div class=\"sp-step\"><span class=\"sp-num\">5<\/span><h5>Decoding<\/h5><p>Read words from the picture book \u2014 then new words containing the sound<\/p><\/div>\n    <\/div>\n  <\/div>\n\n  <h3>3.2 Step 1 \u2014 Work on perception before production<\/h3>\n  <div class=\"ub\"><h4>\ud83c\udfaf Auditory discrimination with the picture book<\/h4><p>Spread out the boards of the picture book on the target sound and two other sounds. Pronounce a word \u2014 the child must point to the correct board. This pure auditory discrimination task develops the ability to identify the sound in the speech flow, without requiring production. For dyslexic children whose phonological representations are blurry, this is often the first step to work on.<\/p><\/div>\n  <div class=\"ub\"><h4>\ud83c\udfaf Phonological intruder game<\/h4><p>Show 4 images from the picture book \u2014 3 contain the target sound, 1 is an intruder. The child identifies the intruder. This game works on phonological awareness in a semi-playful context, with the visual support of the images as help.<\/p><\/div>\n\n  <h3>3.3 Step 2 \u2014 Strengthening representations through naming<\/h3>\n  <p>Naming the images from the picture book strengthens the sound-image-meaning link. For dyslexic children, this repetition in a meaningful context (the images give meaning to the words) is much more effective than repeating lists of abstract sounds.<\/p>\n  <div class=\"tip\"><div class=\"ico\">\ud83d\udca1<\/div><p><strong>Spaced repetition technique:<\/strong> Return to the images from the picture book from one session to another, gradually increasing the interval between revisions (1 day, then 3 days, then 1 week). This spaced repetition technique optimizes long-term memorization of phonological representations.<\/p><\/div>\n\n  <h3>3.4 Step 3 \u2014 The crucial bridge: from sound to grapheme<\/h3>\n  <p>This is where the picture book plays its most important role in the management of dyslexia: creating and strengthening the link between the phonological representation (the sound) and the orthographic representation (the grapheme). For each image from the picture book, the work consists of naming the image \u2192 identifying the sound \u2192 writing the corresponding grapheme \u2192 reading the word.<\/p>\n  <div class=\"hl\">\n    <h4>\ud83d\udd17 The phonology-spelling link in practice<\/h4>\n    <p><strong>Image \"cat\"<\/strong> \u2192 What sound do I hear first? \u2192 [\u0283] \u2192 How is this sound written? \u2192 \"ch\" \u2192 Read the word \"cat\". This sequence, repeated with many examples from the picture book, gradually automates the complex grapho-phonemic correspondences that are lacking in dyslexia.<\/p>\n  <\/div>\n\n  <h3>3.5 Transfer: from the picture book to fluent reading<\/h3>\n  <div class=\"nc\"><div class=\"nb\">1<\/div><div><h4>Texts with targeted complex sounds<\/h4><p>After working with the picture book, read short texts containing many occurrences of the sound worked on. The high density of the sound in the text offers repeated exposure that reinforces the phonological representation in an authentic reading context.<\/p><\/div><\/div>\n  <div class=\"nc\"><div class=\"nb\">2<\/div><div><h4>Pseudo-word decoding exercises<\/h4><p>Create pseudo-words (invented words) containing the sound from the picture book. Pseudo-words force the child to use their phonological skills (impossible to guess by global recognition). They are an excellent indicator of the strength of the phonological representation.<\/p><\/div><\/div>\n  <div class=\"nc\"><div class=\"nb\">3<\/div><div><h4>Dictations focused on the worked sound<\/h4><p>Mini-dictations of 5 words from the picture book (or new words on the same sound) allow measuring whether the child can encode the targeted sound \u2014 a skill directly related to the strength of their phonological representation.<\/p><\/div><\/div>\n\n  <h2>4. Adapting usage according to dyslexic profile<\/h2>\n  <div class=\"cards\">\n    <div class=\"card\"><div class=\"ci ci-b\">\ud83d\udd24<\/div><h4>Pure phonological dyslexia<\/h4><p>Priority to steps 1-3 (perception, discrimination, naming). Working on phonological representations is at the core. The picture book is used intensively before any link to writing.<\/p><\/div>\n    <div class=\"card\"><div class=\"ci ci-t\">\ud83d\udc41\ufe0f<\/div><h4>Surface dyslexia<\/h4><p>Difficulties on the lexical route \u2014 the phonological route is often less affected. The picture book reinforces word-images (global memorization of words via associated images). Faster progression to steps 4-5.<\/p><\/div>\n    <div class=\"card\"><div class=\"ci ci-y\">\ud83d\udd00<\/div><h4>Mixed dyslexia<\/h4><p>Combine both approaches according to the targeted sounds. The picture book simultaneously works on phonological representations and the global forms of words. Progression to be adapted to the detailed phonological assessment.<\/p><\/div>\n    <div class=\"card\"><div class=\"ci ci-p\">\ud83d\udde3\ufe0f<\/div><h4>Dyslexia + articulation difficulties<\/h4><p>The complex sounds picture book is doubly valuable: it works on both the phonological representation AND the oral production of the sound. Start with production work before linking to writing.<\/p><\/div>\n  <\/div>\n\n  <div class=\"qte\"><p>\u201cWith my dyslexic patients, the picture book is systematically on the table. I do not use it as a reading tool \u2014 I use it to build the phonological representation of the sound. When the representation is solid, decoding follows naturally.\u201d<\/p><cite>\u2014 Freelance speech therapist, specialized in dyslexia and written language disorders<\/cite><\/div>\n\n  <h2>5. The DYNSEO Oral Language \/ Dyslexia ecosystem<\/h2>\n  <div class=\"oc\">\n    <h4>\ud83e\uddf0 Complementary DYNSEO tools \u2014 Oral language<\/h4>\n    <ul>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/imagier-des-sons-complexes\/\">\ud83d\udd0a Complex sounds picture book<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-de-suivi-articulatoire\/\">\ud83d\udcca Articulatory tracking table<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-de-conscience-phonologique\/\">\ud83c\udccf Phonological awareness cards<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/sequenceur-dhistoire-en-images\/\">\ud83c\udf9e\ufe0f Image story sequencer<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/loto-des-categories-semantiques\/\">\ud83c\udfaf Semantic categories bingo<\/a><\/li>\n      <li><a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">\ud83d\uddc2\ufe0f Complete catalog<\/a><\/li>\n    <\/ul>\n  <\/div>\n  <div class=\"cta-sec\">\n    <div class=\"ico\">\ud83c\udccf<\/div>\n    <div>\n      <h4>Phonological awareness cards \u2014 Free complementary tool<\/h4>\n      <p>To deepen the phonological work initiated with the picture book, the phonological awareness cards offer activities for syllabic and phonemic segmentation and manipulation \u2014 key skills in dyslexia rehabilitation.<\/p>\n      <a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-de-conscience-phonologique\/\" class=\"bb\">Access the cards \u2192<\/a>\n    <\/div>\n  <\/div>\n  <div class=\"cards\">\n    <div class=\"card\"><div class=\"ci ci-b\">\ud83d\udcf1<\/div><h4>COCO Application<\/h4><p><a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\" style=\"color:var(--blue)\">COCO<\/a> offers memory and attention games for 5-10 year-olds \u2014 skills directly involved in phonological learning.<\/p><\/div>\n    <div class=\"card\"><div class=\"ci ci-t\">\ud83d\udcf1<\/div><h4>CLINT Application<\/h4><p><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\" style=\"color:var(--blue)\">CLINT<\/a> maintains the cognitive functions of dyslexic adolescents and adults between sessions.<\/p><\/div>\n    <div class=\"card\"><div class=\"ci ci-y\">\ud83e\uddea<\/div><h4>Cognitive tests<\/h4><p>The <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\" style=\"color:var(--blue)\">DYNSEO cognitive tests<\/a> objectively assess the phonological and attentional functions related to dyslexia.<\/p><\/div>\n    <div class=\"card\"><div class=\"ci ci-p\">\ud83c\udf93<\/div><h4>Training<\/h4><p>The <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\" style=\"color:var(--blue)\">DYNSEO training<\/a> Qualiopi covers dyslexia, phonology, and written language rehabilitation.<\/p><\/div>\n  <\/div>\n  <div class=\"ccl\">\n    <h2>Phonology first: the picture book as the foundation of dyslexia rehabilitation<\/h2>\n    <p>In the management of dyslexia, the complex sounds picture book is not an accessory \u2014 it is a fundamental working tool on the phonological representations that condition decoding. Free, immediately available, adaptable to all dyslexic profiles.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/imagier-des-sons-complexes\/\" class=\"bcta\">Download the picture book for free \u2192<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-de-conscience-phonologique\/\" class=\"bsec\">Phonological cards<\/a>\n  <\/div>\n<\/main>\n<section class=\"faq-s\">\n<div class=\"container\">\n    <h2>FAQ \u2014 Picture Dictionary of Complex Sounds and Dyslexia<\/h2>\n    <div class=\"fi\"><h4><span>Q1<\/span> Does the picture dictionary of complex sounds address the cause of dyslexia or its symptoms?<\/h4><p>The picture dictionary works directly on phonological representations \u2014 which are the main cause of decoding difficulties in phonological dyslexia. By strengthening these representations through a concrete visual support, it acts on the deficient mechanism itself, not just on surface symptoms. However, no tool \"cures\" dyslexia \u2014 which is a permanent neurological characteristic. The picture dictionary allows for the construction of more solid phonological representations that make decoding smoother and more automatic.<\/p><\/div>\n    <div class=\"fi\"><h4><span>Q2<\/span> From what reading level can the picture dictionary be used in the management of dyslexia?<\/h4><p>The picture dictionary can be used from the very beginning of management \u2014 even before the child knows how to read. The first steps (perception, discrimination, naming) are purely oral and require no reading skills. The link to the grapheme (steps 4-5) is introduced gradually when the phonological representations are sufficiently stabilized. For children in great difficulty, several months of oral work with the picture dictionary may precede any decoding tasks.<\/p><\/div>\n    <div class=\"fi\"><h4><span>Q3<\/span> How to choose which sounds to prioritize working on with the picture dictionary for a dyslexic child?<\/h4><p>The speech therapy assessment is the main guide. In general: start with the sounds whose representation is the most unstable in the assessment \u2014 those that are most often omitted, substituted, or confused in oral production; prioritize the sounds whose mastery will unlock the most frequent words in reading (the [\u0281] is very frequent in French); and in consonant clusters, start with the most frequent (br-, cr-, dr-, gr-, pr-, tr-) before the rarer ones.<\/p><\/div>\n    <div class=\"fi\"><h4><span>Q4<\/span> Can the picture dictionary be used independently by the dyslexic child at home?<\/h4><p>Yes \u2014 with simple parental guidance the first few times. The speech therapist shows the child AND the parents how to use the picture dictionary during a dedicated session, then provides clear instructions on the exercises to do at home (naming images, sound game, mini-dictation). 10 minutes a day with the picture dictionary at home on the sound worked on in the session is one of the most important factors for phonological progress in dyslexia.<\/p><\/div>\n    <div class=\"fi\"><h4><span>Q5<\/span> Is the picture dictionary suitable for dyslexic adults in rehabilitation?<\/h4><p>Yes \u2014 the unstable phonological representations of dyslexia persist into adulthood. The picture dictionary is fully relevant for adults who are resuming rehabilitation or discovering their dyslexia late. With adults, progress is often faster because motivation is strong and the context is clearly professional or personal (improving reading for work, driving, higher education). The absence of text in the picture dictionary also makes it suitable for adults whose reading level is very low.<\/p><\/div>\n  <\/div>\n<\/section>\n<footer>\n  <p>DYNSEO \u2014 Free tools for professionals and families<\/p>\n  <div class=\"fl\">\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/imagier-des-sons-complexes\/\">Picture Dictionary of Complex Sounds<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/cartes-de-conscience-phonologique\/\">Phonological Cards<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-de-suivi-articulatoire\/\">Articulatory Chart<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">All Tools<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">Training<\/a>\n  <\/div>\n<\/footer>\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-700560","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Imagining Complex Sounds Dyslexia: Practical Guide for Speech Therapists - DYNSEO - DYNSEO - Educational apps &amp; brain training apps for all<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.dynseo.com\/en\/imagining-complex-sounds-dyslexia-practical-guide-for-speech-therapists-dynseo\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Imagining Complex Sounds Dyslexia: Practical Guide for Speech Therapists - DYNSEO - DYNSEO - Educational apps &amp; brain training apps for all\" \/>\n<meta property=\"og:description\" content=\"\ud83d\udd0a Dyslexia \u00b7 Phonology \u00b7 Oral language \u00b7 Speech therapy How to use the complex sounds picture bookin a dyslexia session? 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