Towards a South African Model of Language-based Learning Disability

Overview

Journal S Afr J Commun Disord

Specialty Otorhinolaryngology

Date 2019 Dec 4

PMID 31793312

Citations 2

Authors

Xoli Mazibuko

Penelope Flack

Jane Kvalsvig

Affiliations

Soon will be listed here.

Abstract

Background: This conceptual article is inspired by the first phase of a doctoral research project that aimed to develop and validate a bilingual language assessment test for IsiZulu-English-speaking children in grades 1, 2 and 3 with language-based learning disabilities (L-b LDs) in South Africa.

Objectives: Phase 1, systematic literature review, pretesting and formulating of a theoretical framework, with the aim to determine early indicators of L-b LDs; this is important for developing a clinical language test as it determines its constructs.

Method: Thematic analysis was used to develop the models.

Results: This article reviews the literature on indicators and definitions of L-b LD, introduces models that were developed in the study to conceptualise L-b LD and discusses implications for language test development.

Conclusion: The models provided in this article conceptualise L-b LD and identify its early indicators. The application of these models in both educational and clinical settings is proposed for differentiation of L-b LD.

Citing Articles

Development, Reliability, and Validity of the Preschool Learning Skills Scale: A Tool for Early Identification of Preschoolers at Risk of Learning Disorder in Mainland China.

Yao M, Wang J, Liu P, Guo Y, Xie Y, Zhang L Front Neurol. 2022; 13:918163.

PMID: 35911917 PMC: 9326052. DOI: 10.3389/fneur.2022.918163.

Development and evaluation of the Ingwavuma receptive vocabulary test: A tool for assessing receptive vocabulary in isiZulu-speaking preschool children.

Mazibuko X, Chimbari M S Afr J Commun Disord. 2020; 67(1):e1-e10.

PMID: 33314952 PMC: 7736649. DOI: 10.4102/sajcd.v67i1.780.

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