الفهرس 
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Abstract
Speech is central to the human experience; it is the vital means by which children convey and receive knowledge, thoughts, feelings, and other internal experiences. Acquisition of communication skills begins early in childhood and is foundational to the ability to gain access to culturally transmitted knowledge, to organize and share thoughts and feelings, and to participate in social interactions and relationships. Speech disorders affect a child ability to form the sounds that allow them to communicate with other children it also affect psychological, social status and self esteem of children. The current study aimed to investigate psychosocial status and self -esteem of primary school age children suffering from speech disorder. A convenience sampling collected at phonetic Ear, Nose and Throat department of Tanta University Hospital of 115 school aged children suffering from speech disorders e.g. (Stuttering, Nasality, and Dyslalia) and their mothers or caregivers who attended the previous mentioned setting will included in the study Children have the following criteria: Bothsexes, age ranged from 6-12 years and free from mental disabilities. Five tools were used for data collection. Tool (I) Structured interviewing schedule Part (1): Socio-demographic characteristics of the studied children. It was developed by the researcher after reviewing of related literature; this will include patient’s age, sex, educational status, birth ord er, family size and residence, development history such as first recognition of family, sitting, walking, control of bladder, and delay of speech.Part (2): Medical history: family history of speech disorders, presence of consanguinity. Tool (II): Children Manifest Anxiety Scale (CMAS). It was adopted from the Arabic version CMAS by El beblawy 1987, this scale was being modification to be suitable to the study consist of 36 sentences, each sentence a score from 0 for no and 1 for yes. Tool (III): Child Depression Inventory Scale (CDIS) It was developed by Ghareeb,Beshai (1988) it was adopted and modified by researcher; it was used to assessing psychological impact of speech disorders on school age children regarding to depression and social isolation.