Background Specific language impairment (SLI) occurs when children present language maturation, at least 12 months behind their chronological age in the absence of sensory or intellectual deficits, pervasive developmental disorders, evident cerebral damage, and adequate social and emotional conditions. Internalizing behavior is actions that are taken out toward the self. The symptoms of internalizing behavior problems are depression, anxiety, somatic complaints and withdrawal. Aim of the Work This study aimed to investigate the presence of internalizing behavioral problems among SLI and their frequencies if present. Patients and methods We assessed SLI by PLS-4 and assessed internalizing behavioral problems with CBCL 1 1/5-5. Fifty children with SLI with an age range of (4-5 years old), divided into 2 subgroups according to the type of SLI, are compared to fifty children with normal language development with the same age and gender regarding internalizing behavioral problems. Results SLI group had more internalizing behavioral problems than control group and there is significant association between behavioral problems and the severity of language deficits. Conclusion the most frequently behavioral problem found in preschool (SLI) children were withdrawn and anxiety, which need therapeutic interventions to remediate them.

Background Literature only mentioned a few kinds of research that did study the development of the speech sounds of the Colloquial Egyptian Arabic dialect. Moreover, these studies focused on describing the phonological processes that children undergo in early childhood rather than describing the exact time of acquisition of these sounds. Besides, no study involved a statistically enough sample size of children across the different age ranges. Thus, this study aimed to explore the development of the Arabic phonemes among 360 typically developing Egyptian children who speak the CEA dialect, between the ages of 1.6 years and ≤ 7.4 years. Results The results of a 93-picture-naming test of children were analyzed. A phoneme is considered acquired when 90% of the children could properly utter the target phoneme in all word positions and mastered when 100% of children could correctly pronounce the target phoneme in all word positions. The results revealed that by the age of 1.6–2.0 years, the 6 long vowels of the CEA dialect, besides the /h/,/ʔ/, /b/, /w/, /j/, /m/, and /n/ were mastered. /t/ and /d/ sounds were mastered by the age of 2.6 years followed by /l/ sound by the age of 3.0 years. Then, /ħ/, /ʕ/ sounds were mastered followed by /k/, and /g/ at the age of 3.0 and 3.6 years, respectively. At the age of 5.0 years, /f/ sound was mastered, then /x / and /ʃ/ sounds were mastered by the age of 4.6 years, followed by /s/, /sˁ/, /tˁ/, /dˁ/. By the age of 5.6 and 6.0 years, /ɣ/, /r/, and /z/ were mastered. The /q/, /θ/, /ð/, and /ðˁ/ sounds were mastered by the age of 6.0–6.6 years. This study revealed that fricative sounds developed before the stop sounds and front stops before the back stops, and emphatic Arabic sounds were the last to develop at the school age (> 5 years). Conclusions This study presented a chart of the development of the Arabic phonemes of the CEA to be used as a guide to decide upon the correct trimming to start articulatory therapy for children with articulation and/or phonological disorders.

BackgroundPhonological awareness refers to the language ability to perceive and manipulate the sounds of spoken words. It is an understanding of the structure of spoken language -that it is made up of words, and that words consist of syllables, rhymes, and sounds. The presence of a relationship between performance in phonological awareness tasks and reading ability is undisputed. Materials and methods100 normal children together with 30 learning -disabled children were evaluated with the Arabic phonological awareness test to detect their performance on phonological awareness. ResultsA large amount of evidence has been accumulated to show that the more knowledge children have about the constituent sounds of words, the better they tend to be at reading. AimMany studies have been conducted to detect phonological awareness de cits in Englishspeaking children, but very few studies have been conducted on Arabic-speaking children.

Background Speech sound disorder is a communication disorder in which children have persistent difficulty saying words or sounds correctly. It refers to any difficulty or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments. Aim of the Work to construct an Arabic auditory bombardment therapy program and measure its effectiveness in treatment of functional speech sound disorder. Subjects and Methods This study was applied on 60 participants divided into 2 groups (30 for each group) with age ranging from 3-5 years diagnosed with functional speech sound disorder with or without language disorders, attending at the Phoniatrics outpatient clinic in Ain Shams University Hospitals. The test for identification of phonological processes was applied on 60 patients with speech sound disorder selected to participate in this study. These were divided in to 2 groups (Group (1) received only the conventional therapy while group (2) received auditory bombardment in addition to the conventional therapy for 3 months) and the test was repeated again after therapy. Results Group (2) showed high significant difference (improvement) in consonant assimilation, voicing change, final consonant deletion, palatal fronting, gliding, lateralization and glottal replacement while group (1) showed high significant difference (improvement) in syllable deletion and partial cluster reduction. Conclusion The present study showed that application of auditory bombardment therapy program in addition to conventional therapy has high significant improvement than conventional therapy alone.

Background Behavior of teachers towards stutterers could have an impact on stutterers’ self-image and the way they are viewed and treated by their peers. Assessment of the amount of knowledge of primary school teachers is essential to include awareness about stuttering in teachers’ education to enable early identification and proper management for these children. Aim This study aimed to feature the primary school teachers’ knowledge and attitude towards stuttering students. Method This study included 100 primary school teachers selected from 4 primary governmental schools in Cairo. Our subjects were subjected to a questionnaire field study to measure their assumptions, attitudes, and knowledge of stuttering and persons who stutter. Results There was some good teachers’ attitude like talk as if the stutterer is talking normally. In addition, tell the student to slow down the rate of speech, and tell the student to think before he/she speaks, allowing stutters to take a deep breath, praising the student when he/she speaks well. While there were undesirable reactions in the form of teachers feel inpatient and the stutterer is nervous, shy and has difficulty in making friends. Conclusion The results of this study showed some good knowledge of teachers about stuttering with some favorable attitude about stuttering which can help people who stutter (PWS) to overcome their difficulty, but still it is not enough. More efforts should be made to improve teachers’ behavior to insure giving the best possible help to PWS.