Small Steps to Greater Hebrew Reading Skills

When I was in High School, my Gemara class came across an unfamiliar word. Our Rebbe explained its meaning and pointed out that it appears in a very common tefillah that we say twice a day. “How can you say this14 times per week and not know what it means?” He looked at each of us, and we got the message. Our text study was not restricted to the time that we spent in class learning Gemara. We needed to connect the words to other experiences so that we could own those words and incorporate them into our vocabulary. Authentic learning was not compartmentalized. He was also encouraging us not to run through our davening but to pay attention to the words and look up what we didn’t know. My Hebrew and Aramaic vocabulary grew a lot as a result of this mindset. It was very rewarding for our class to connect an unknown vocabulary word to another source and that facilitated a deeper, longer-lasting connection. 

When it comes to Jewish learning and many aspects of Jewish practice, Hebrew skills are essential and yet so difficult for a significant percentage of our students. Some have received limited Hebrew instruction while others struggle despite extensive education. Some students have language-based learning challenges that make Hebrew language acquisition difficult. It is very common to meet students who can decode Hebrew words and identify basic sight words but struggle with fluid reading and comprehension. 

While it feels daunting to approach an area of study that has already proven difficult, there are some realistic short-term goals that can jump start this growth and ultimately create a greater sense of Jewish belonging. Our conversations with parents generally focus on students with language-based learning disabilities being mainstreamed into Judaic Studies classes and communal activities like davening. 

The underlying feeling that we aim for is comfort. While certain technical abilities help a student learn Hebrew text, the prerequisite is that the student feels comfortable working with the language. If the student shuts down when encountering unfamiliar Hebrew words, it is much harder to make progress. Students need the calmness of mind to persevere, knowing that eventually they will find clarity. Praising effort and educated guessing is a good way to build this comfort, but the major source of comfort comes with exposure and experience, which lead to increased Hebrew fluency. The table below provides step-by-step directions for reading practice and instruction. 

Students can improve their Hebrew reading dramatically with regular practice in this style, and their retention is greatly improved with daily practice and reinforcement. We have seen dramatic growth with this type of steady work. 

Some parents ask about Gemara and how students can improve their Aramaic. The suggested fluency practice will have an impact on Gemara learning, but not as much as it will on davening and Chumash learning. Aramaic is similar to Hebrew, but it has many complicating factors. Consider the chart below a first step towards Aramaic, but more work is needed to attain comfort with Gemara learning. 

In addition to regular Hebrew reading practice, we have also found that tefillah preparation is incredibly helpful in building a strong sense of belonging. When a student who may have struggled with Hebrew can find the page in the siddur on their own or recognize the cultural norms of certain parts of davening, they feel that much more comfortable and a part of the community. The ultimate achievement for some students is when they train and practice to the point that they can master a short section of tefillah, synthesizing their fluency, comfort, and training. When a student feels connected to the Hebrew words they recite, it can transform their davening experience.

Small manageable practice sessions with the right guidance can provide students with a pathway forward and enable them to progress in their Hebrew reading journey. Building Hebrew fluency and comfort is not just about Jewish text learning for the classroom; it is also about making Jewish practice more accessible and helping every student feel like they too have a portion of the Mesorah.