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.