Search results for: Skolnik Moskowitz Nachama
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A long-standing assumption at the heart of synagogue Hebrew education is that if our children learned to read English, it should not be that hard for them to learn to read Hebrew fluently. Yet, even with four years or more of “Hebrew school,” young learners struggle with prayers and blessings. The culprit is often identified as lessened days/hours of learning time or competing family priorities. But, consistent and well-replicated reading research offers us another possibility – countless studies conclude that reading fluency is “… a by-product of having instant access to most or all of the words on the page.”
Updated: Jan. 08, 2020
There is a change brewing in congregations across North America, one that is dramatically shifting the narrative of children’s experiences with Hebrew learning and Jewish education. Education directors have begun sharing stories of renewed energy in their buildings and of children who are excited to learn, especially Hebrew. This change is not about tweaking the traditional Hebrew learning model in part-time/synagogue settings. We have done that for years and it hasn’t worked. This is not about increasing Hebrew learning time. Over the years, “more of the same” has closed our students’ hearts to Hebrew as they spend four to six years on low-level prayer decoding/reading practice and review. This IS about changing foundational Hebrew learning assumptions that have shaped Hebrew education in synagogues for decades.
Updated: Apr. 03, 2019