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TEACHING SPOKEN STANCE MARKERS: A COMPARISON OF RECEPTIVE AND PRODUCTIVE PRACTICE Christian Jones, University of Liverpool, UK ABSTRACT This article reports on the results of an experimental study
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01
Begin by selecting a practice-based reading material that you would like to share with others.
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Set up a designated time and place for the shared reading activity.
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Gather a group of individuals who are interested in participating in the practice-based shared reading.
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Begin the session by providing an overview of the reading material and its relevance to the practice-based topic.
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Encourage participants to actively engage in the reading by inviting them to ask questions, share their thoughts, and make connections to their own experiences.
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Facilitate a discussion after each section of the reading to allow participants to discuss their interpretations and insights.
07
Take notes during the discussion to capture important points and ideas raised by the participants.
08
Reflect on the shared reading session and summarize the key takeaways and lessons learned.
09
Follow up with participants after the shared reading to provide additional resources and support for further exploration of the practice-based topic.

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Shared reading is a practice-based approach that involves reading aloud with individuals or groups to enhance literacy skills and foster a love for reading.
Educators, literacy specialists, or any professional engaged in promoting literacy programs may be required to file shared reading as a practice-based activity.
To fill out shared reading a practice-based, follow the prescribed format, include relevant details such as participants, reading materials used, and observations from the session.
The purpose of shared reading a practice-based is to improve literacy development, enhance comprehension skills, and promote collaborative learning among participants.
Information that must be reported includes the names of participants, reading selection, duration of the activity, and feedback on effectiveness.
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