Sentence examples for discourse measures from inspiring English sources

A range of measures was used to assess writing, including global and discourse measures.

There are two key implications of the dissociation between discourse measures and standardized language scores for bilingual children reported here.

Thus, the composite discourse score was correlated with both standard and discourse measures of vocabulary but not with any measures of syntax or morphology.

Based on previous reports of bilingual strength in narrative discourse, we predicted that the bilingual group would perform equally well in comparison to the monolinguals in the discourse measures and better in the unfamiliar tasks, based on the context of their L2 acquisition being primarily in school, an unfamiliar context.

The present study examined bilingual and monolingual children's performance on both standardized and discourse-based measures of proficiency (vocabulary, morphology, and syntax) and two academic discourse genres that are related to academic success in the early years: narratives and explanations (Griffin, Hemphill, Camp, & Wolf, 2004; Miller et al., 2006; Tabors, Snow, & Dickinson, 2001).

Moreover, their leadership discourse as measured in terms of the persuasiveness of their expressed arguments at a group level was seen to improve more when the debate format followed had a formal structure than when it was flexible.

English proficiency was assessed in both standardized tests and discourse-based measures of vocabulary, morphology, and syntax.

The dissociation between standardized versus discourse-based measures of vocabulary and syntax suggest that the abilities of bilinguals in compensating for disadvantages in linguistic features of language extend beyond skills in the social use of language.

Within the barriers and facilitators sections, discussion topics are sorted into major themes, and minor themes and then ordered by relative importance as judged by the volume of the discourse created, measured by the number of words and ideas generated for each topic from both the verbal discussion and written activities.

Although we found no differences in the discourse-based measure of expressive vocabulary, the picture-naming measure used by Yan and Nicoladis, in spite of being an experimental task, resembles a standardized test in its administration and structure.

A ratio comparing the number of morphological errors to the total number of morphological forms found in the transcript was used as the discourse-based measure of morphology.