Effectiveness of a Training Program by Using Children's Theater Improving the Semantics for Children with Developmental Language Delay Introduction Children with developmental language disorder have difficulty learning, understanding and using language. They also find it difficult to follow instructions given to them. They show delays in one or more phonetic, morphological, grammatical and semantic components. They have difficulty using past and present verbs, understanding prepositions, and understanding long and complex sentences. They go through the normal stages of linguistic development, but their language is a language that is similar to the language of ordinary children younger than them in age, and this results in problems in communication, in the child’s linguistic output, and in understanding the meanings of words. The child theater is considered one of the most important educational schools for children in the artistic field, with their various segments and tendencies. Innovative and creative variety that provides the opportunity for a child with a developmental language disorder to communicate with others verbally and expressively, to perform and live with various personalities and events, and to gain a lot of experience through innovative activities and a representative template that gives him great freedom and spontaneity and gives him the opportunity to develop his different senses. Hence, the importance of intervention through the child's theater appeared to improve the semantics of words in children with developmental language disorder, and then it seems necessary to develop strategies and techniques that help in improving the semantics of words in children with developmental language disorder, with the continuity of its impact during the follow-up period. This is what the current study seeks to verify the effectiveness of a training program using child theater in improving the semantics of children with developmental language disorder. The Study Problem What is the effectiveness of a training program using child theater in improving the semantics of words for children with developmental language disorder? From this main question, the following sub-questions emerge: 1- What are the differences between the scores of the experimental and control groups of children with developmental language disorder in the post-measurement after applying the program on the verbal semantics scale? 2- What are the differences between the scores of the experimental group of children with developmental language disorder before and after applying the program on the verbal semantics scale? 3- What are the differences between the scores of the experimental group of children with developmental language disorder in the post and follow-up measurements on the verbal semantics scale after two months of applying the program? Objectives of the Study 1- Improving the semantics of children with developmental language disorder through a training program using the child's theater. 2- Verifying the continuity or effectiveness of a training program using child theater in improving the semantics of words for children with developmental language disorder during the follow-up period. The Importance of Studying The importance of the theoretical and applied study is as follows: 1- Directing researchers to contribute to the existence of a theoretical framework for the study, which they can benefit from in other research and studies that benefit them. 2- Children with a developmental language disorder, where it is beneficial for them to improve the semantics of their words, and to advance these children to the best level of language. 3- Parents to contribute to increasing the amount of information and facts about the semantics of words among children with developmental language delay, which will benefit them as a guideline for them, and encourage them for their children to use child theater as an effective means for linguistic goals. 4- Teachers and specialists working on improving the semantics of words for children with developmental language disorder, using different strategies, techniques, and gradual and varied exercises provided by the current program using the Child Theatre. Terminology of Study 1- Developmental language disorder 2- Semantics 3- Children's Theater 4- Training Program Study Assignments 1- There are statistically significant differences between the mean scores of the experimental and control groups of children with developmental language disorder in the post-measurement on the verbal semantics scale in favor of the experimental group. 2- There are statistically significant differences between the mean scores of the experimental group of children with developmental language disorder in the pre and post measurements on the verbal semantics scale in favor of the post measurement. 3- There are no statistically significant differences between the mean scores of the experimental group of children with developmental language disorder in the post and follow-up measurements on the verbal semantics scale. Study Approach The researcher used the experimental method in the current study. Study Tools • Developmental Language Disorder Diagnostic Scale (prepared by Abdulaziz Alshakh et al., 2018) • The Stanford Binet Intelligence Scale (fifth picture) prepared by: Jal-Ruwaid, Arabization and Codification, Mahmoud Abu El-Nil (2017). • Scale of semantics (prepared by: Essam Khattab, Doaa Khattab, Israa Akmal). • The training program (prepared by: Essam Khattab, Doaa Khattab, Israa Akmal). The Study Sample The main study sample consisted of (10) children with developmental language disorder, whose ages ranged between (4-6) years, and they were divided into two groups, (5) children as an experimental group, and (5) children as a control group affiliated with a number of centers. Speech communication in Zagazig-eastern city, such as Benhabak Center for Speech and Skills Development, Sawa Center for Training and Development, and Injaz Training Center. The statistical methods used A- Mann-Whitney test. b- Wilcoxon Test. Results 1- There are statistically significant differences between the mean scores of the experimental and control groups (children with developmental language disorder) in the post-measurement of the significance of utterances (dimensions and total score) in favor of the experimental group. 2- There are statistically significant differences between the mean scores of the experimental group (children with developmental language disorder) in the pre and post measurements of verbal significance (dimensions and total score) in favor of the post measurement. 3- There are no statistically significant differences between the mean scores of the experimental group (children with developmental language disorder) in the post and follow-up measurements of the significance of utterances (dimensions and total score).