The aim of this work was to assess and plan an effective intervention program in children with Specific Language Impairment (SLI) in order to avoid further literacy problems in these children. Children with SLI have poor phonological representation which results in poor phonological production and poor phonological awareness. The work included devising a phonological awareness therapy program and compares the improvement achieved by the children receiving this therapy with the improvement achieved by applying conventional traditional phonological therapy. This battery was applied on 60 Arabic-speaking children; aged 5-7, with SLI equally divided intn 2 groups matched for age and gender. Results of comparisons between both groups revealed that both groups improved regarding language development, phonological awareness skills and PCC. Phonological awareness improved more in the group who received PA therapy. PCC improved more in the group who received traditional phonological therapy. Conclusion: The therapy program that targeted the phonological awareness directly has reported better improvement in the phonological awareness skills than other children who received traditional therapy over the same period of time.