مکی سورتوں میں مدنی اور مدنی سورتوں میں مکی آیات کا ورود؛ ایک تحقیقی جائزہ The arrival of Macan Verses in Madani Surahs and Madani verses in Macan Surahs: A research review

The Holy Quran has been compiled in the order of detention; that is, the Holy Prophet himself gave instructions to the Companions about which verse to place and where he completed the Quran in the same order. He included Madani verses in some Macan Surahs, which may be due to the completion of subjects or the merging of similar verses and the continuation of the Quranic verse on which the commentators have different views. Some verses were revealed in Makkah after the Hijrah, but they are present in the Madani Surah according to the present order of detention. Similarly, the verses revealed during the journey, which were revealed in areas far from Madinah, the place of Mina and Arafat, and the journey to Meraj, are the verses of Mecca, even though they were revealed after the migration. The verses that were revealed during the migration were also included in the Macan Surahs and after the migration, you traveled hundreds of miles away from Madinah and the verses that were revealed at these places were Madani or Macan. If they were Madani, then why were they kept in Macan Surahs. Why was this done and what are the reasons for it? Is it not such an arrangement to invalidate the inspired Word? Was it a different order than the inspired one? Is it not possible to take these verses from the surahs in which these verses were revealed or to place them in other surahs, to spoil the connection of the previous surahs, or to leave their subjects incomplete? The article under discussion will discuss the topics, discussions, introduction of the verses, details, and reasons for placing the verses in their place in the Macan Surahs and the order and contextual context of these verses. An analytical study of the reasons for separation will be presented.  

Exploring Classroom Based Assessment Strategies to Assess Reading Skills of Young Learners

Teaching reading in the early years is highly emphasised especially in an EFL context like Pakistan; however, its assessment is often neglected. The current study is based on the concept that assessment is an integral part of the teaching and learning process and it should facilitate the child’s learning. The purpose of this study is to explore classroom-based assessment strategies to assess the reading skills of young children. To serve the purpose of the study, a Collaborative Action Research approach was employed, in which the researcher worked in collaboration with the teacher to apply reading assessment strategies in the classroom. The study comprised three phases starting from the pre-intervention in which the existing assessment practices were explored, then the intervention phase where different strategies were applied and last was the post- intervention phase in which the teacher assessed the children independently. As a research participant, one English teacher who had at least three years of experience of teaching young children was selected along with four students of 6-7 years as a focused group. The findings of the study confirmed that the assessment strategies ‘observation and retelling stories’ have the potential to assess the reading skills of young children, especially their understanding of reading as a meaning-making process. It was also revealed that these assessment strategies allowed the teacher to monitor students’ progress as well as guide her own teaching practice. Moreover, classroom-based assessment was found to be promising in providing a teacher a rich picture of children’s reading development by gathering and interpreting the assessment information. However, a teacher’s own education of assessment and time pressure hindered the implementation of classroom-based assessment. It is recommended that classroom-based assessment must be included as a part of teacher development programmes so that students’ learning could be supported during the course of the teaching learning process through effective use of assessment.