Abstract: current study aimed to verify the effectiveness of the program based on the strategy of gradual activities in developing the receptive language of kindergarten children with developmental language disorder and to reveal the extent of the continuity of the effectiveness of the program after the completion of its application, and during the follow-up period, and the study sample consisted of (12) kindergarten children People with Tamanian Language Disorder who have a low level of receptive language between the ages of (4-6) years, and the study used the semi-experimental approach; Where the study sample was divided into two experimental and control groups, and the researcher applied a number of tools: the linguistic measure (Arabized) for pre-school children to determine the linguistic age (Arabization and codification of Ahmed Abu Hassiba. 2013), and the rapid neurological survey test to identify people with learning difficulties (prepared and codified by Abdul Al-Wahhab Kamel 2007) and the IQ test by Stanford Binet - the fifth picture (G-pal - e- - rued Arabization and codification Safwat Farag, 2012, and the estimated Gilliam scale for diagnosing the symptoms and severity of autism disorder - the third edition (Arabization by Adel Muhammad Abeer Muhammad 2020), and the language scale Receptive (Prepared by: Ehab Abd-El Aziz Elbeblawi,2010) Program based on differentiated education strategy in developing receptive language among kindergarten children with developmental language disorder, prepared by the researcher. The study used the following statistical methods: Wilcoxon Test for related data and Mann-Winty test. Whitney test and test 2 standard normal distribution, and the results showed the effectiveness of the program based on the strategy of gradual activities in the development of receptive language among kindergarten children with developmental language disorder. Keywords: Kindergarten children with developmental language disorder, receptive and language, gradual activities strategy