introduction: The term Specific Language Impairment refers to a heterogeneous group of children who display various problems in language skills, representing deficiencies in: the ability to correctly coordinate the sounds of speech in the language with each other, to build and form sentences, to understand and correctly use the rules of grammar and morphology, and to understand the meanings of Words, phrases, and linguistic structures, following verbal instructions, and employing language in social interaction. This problem occurs in the linguistic aspects, despite the fact that these children have an average or above-average intelligence level (90 or more), normal hearing abilities, and their neurological aspects grow normally and grow Acceptable social aspects. Phonological Processes Disorder are among the most common types of communication impairments among children, as they comprise the largest group of children receiving speech and language services. Children with phonological disorders have difficulty developing and using the sounds of their mother tongue. These children make multiple errors in expressing specific sounds and Phonological patterns, and are often misunderstood, which affects their communication with their peers and teachers. From this point of view, the researcher was interested in making a of Communicative Rehabilitation Program to Reduce Some Phonological Process Disorders in Children With Specific Language Impairment to improve the degree of clarity of their speech. the study Problem: The problem of the current study can be formulated in the following main question: What is The Effectiveness of Communicative Rehabilitation Program to Reduce Some Phonological Process Disorders in Children With Specific Language Impairment? From this main question, the following sub-questions emerge: 1- What are the differences between children with a Specific Language Impairment delay in the experimental group in the two pre and post measurements on the language functions development scale (modified picture 2) (Dimension Phonological Process)? 2- What are the differences between children with a Specific Language Impairment delay in the experimental group in the post and follow-up measurements on the language functions development scale (modified picture 2) (Dimension Phonological Process)? Study objectives: The current study aims to: 1- Reduce Some Phonological Process Disorders in Children With Specific Language Impairment through a Communicative Rehabilitation Program 2- Verifying the continued The Effectiveness of Communicative Rehabilitation Program to Reduce Some Phonological Process Disorders in Children With Specific Language Impairment after the completion of the program and during the follow-up period. the importance of studying: The importance of the current theoretical and applied study lies in the following: 1- Despite the great importance of language study in general and the delay in the qualitative Specific Language Impairment in particular, there is a relative scarcity (within the limits of the researcher's knowledge) in previous studies and Arabic writings that dealt with the delay in the qualitative language development and phonetic processes. 2- This study provides us with a theoretical framework on Specific Language Impairment and Phonological Process Disorders. 3- The current study focuses on reducing Phonological Process Disorders in children with Specific Language Impairment development, which leads to improving their speech clarity. 4- Assisting specialists and therapists in presenting a program that helps reduce Phonological Process Disorders. 5- Directing specialists and parents to the importance of reducing Phonological Process Disorders in children with a delay in Specific Language Impairment until the clarity of speech reaches the normal level or close to it. Study assignments: The study assignments are determined as follows: 1- There are statistically significant differences between the mean scores of children with a Specific Language Impairment delay in the experimental group in the pre and post measurements on the children's language functions development test (modified 2) (Dimension Phonological Process) in favor of the post measurement. 2- There are no statistically significant differences between the mean scores of children with a Specific Language Impairment delay in the experimental group in the post and follow-up measurements on the children's language functions development test (modified 2) (Dimension Phonological Process) after applying the training program. Study procedures: - Study methodology: The experimental method was used. - Study sample: The study sample consisted of (10) children, whose ages ranged between (4-8) years. - Study tools: The study tools were: 1- The Stanford Binet intelligent scale, the fifth image (prepared by / Muhammad Taha, Abdel Mawgoud, Abdel Samie, 2011). 2- Neurological Scan Test (Arabization / Abdel-Wahhab Kamel, 2007) 3- A case study form (to diagnose a Specific Language Impairment delay) (prepared by Hassan Hosni Ghandour, Ghada Muhammad Ahmed Shehata, Ahmed Saad). 4- Scale of Language Functions Development, Modified Picture 2 (for diagnosing delayed Specific Language Impairment and identifying Phonological Process Disorders) (Prepared by Nahla Abdel Aziz Rifai, 2021). 5- Communicative Rehabilitation Program (prepared by the researcher).