The current research aims to identify the effectiveness of collaborative concept maps strategy in developing attention deficit in improving language skills for children with specific learning disorder. The sample consisted of (40) children with specific learning disorder who were divided into two groups, experimental and control, their ages ranged between (6-9) years, and their intelligence quotients ranged between (90-110) degrees on the Stanford-Binet scale. The researcher used the scale of Attention deficit (prepared by Eldesoky,2006), and the Quick Neurological Screening Test (adapted by Kamel,1999), and the Social and Economic status Scale (prepared by Alshakhas,2013), the scale of language skills for children (researchers), and the training program (researchers). The research results found that there were statistically significant differences in attention deficit and language skills for children with specific learning disorder in the pre and post measurements of the experimental group in favor of the post measurement, and there were no statistically significant differences in attention deficit and language skills for children with specific learning disorder in the post and follow-up measurements of the program. Hence, the research points to the importance of collaborative concept maps strategy in children with specific learning disorder to develop attention deficit and language skills. [ABSTRACT FROM AUTHOR]