شبكة المعلومات العربية التربوية

The study in hand attempted to verify the effectiveness of a training program based on the use of phonological contrast in improving oral language in children with communication disorders. The study sample consisted of (10) children with communication disorders late in language and have articulation disorders at October 24 official language school, Nile official language school, Taif official language school, and new generation official language school, The sample is divided into two groups experimental and control group. each group consists of (5) children. This study used Stanford Binet scale, the fifth edition for IQ, Prepared / gall, roid, Arabization: Safwat Faraj, 2011, Language Scale, Arabization :Ahmed Abu Hassiba, 2012, articulation efficiency scale, prepared / Ehab El-Beblawi, 2004, verbal communication scale, prepared/Samah el-Fishawy, 2018, social communication disorder scale, prepared/ samm n. house, 2016, Arabization: Lana Abo Zaytunah, 2018, the training program in improving oral language for children with communication disorders, developed by the researcher and the results of the study is: 1) There are statistically significant differences between the average grade levels of the members of the experimental groups and control in the posttest on the oral language scale for the benefit of the experimental group. 2) There are statistically significant differences between the average grades of the experimental group members in the pretest and posttest on the oral language scale for the benefit of the post application. 3) There are no statistically significant differences between the average grades of the experimental group members in the posttest and the follow test on the oral language scale after two months of application of the training program. 4) There are statistically significant differences between the average grade levels of the members of the experimental groups and control in the posttest on the articulation efficiency scale, the verbal communication scale, social communication disorder scale for the benefit of the experimental group. 5) There are statistically significant differences between the average grades of the experimental group members in the pretest and posttest on the articulation efficiency scale, the verbal communication scale, social communication disorder scale for the benefit of the post application. 6) There are no statistically significant differences between the average grades of the experimental group members in the posttest and the follow test on articulation efficiency scale, verbal communication scale and social communication disorder scale after two months of application of the training program. The Recommends of the study is: Preparing teachers and specialists to deal with this category of children, and training specialists in special education on the phonological contrast program. (Author’s abstract)