الفهرس 
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Abstract
American Speech- Language Hearing Association (ASHA, 1999) defined stuttering as a speech event that contains intraphonemic disruption, part-word repetitions, monosyllabic whole word repetitions, prolongations and silent fixations (blocks). This may or may not be accompanied by secondary behaviors used to escape and / or avoid these speech situations. Phonological processes are defined as systematic sound changes that affect a class of sounds or sound sequence (Edwards and shriberg, 1983). These processes are descriptions of regularly occurring patterns observed in the child’s speech which operate to simplify the adult targets (Hodson and Paden, 1983). Particular sound change should have a possibility of occurring at least 20% of the time to qualify as a process (Mc Reynolds and Elbert, 1981). Blood( 2003 )found that articulation and phonology disorders are the highest co-occurring disorders for children who stutter. Estimates of the incidence of articulation disorders in the school-age population vary from 2 to 6% (Gierut, 1998;Conture, 2001). Yaruss et al. (1998) reported that 37% of the children who stutter in their clinic had co-occurring phonology disorders. Stuttering and speech sound disorders could have the same etiologies and resulting manifestations, and could interact throughout their development in such a way as to exacerbate one another. For example, if a child struggles to correctly articulate a specific speech sound, he/she may also be dysfluent on that particular sound, or when a child is dysfluent he/she may find it more difficult to attempt problematic speech sounds or speech sound sequences (Louko, 1990).