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Hebrew is FUNdamental

Hebrew is FUNdamental. Welcome ברוכים הבאים Questions Tech Support? Andy@Behrmanhouse.com 1-800-221-2755. What You’ll Get From Today’s Presentation. See how Alef Bet Quest works Understand the research on which it’s based

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Hebrew is FUNdamental

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  1. Hebrew is FUNdamental • Welcome ברוכים הבאים • Questions • Tech Support? Andy@Behrmanhouse.com 1-800-221-2755 www.BehrmanHouse.com

  2. What You’ll Get From Today’s Presentation • See how Alef Bet Quest works • Understand the research on which it’s based • Learn how this primer efficiently & effectively teaches Hebrew decoding • Know what it can and cannot do for you www.BehrmanHouse.com

  3. Alef Bet Quest ?נשתנהמה • Innovative Integrated Learning System • Based on Hebrew Reading Research • Engaging & Cute www.BehrmanHouse.com

  4. Alef Bet Quest Fully Integrated www.BehrmanHouse.com

  5. Based on Research in Hebrew Reading • Learn how Israeli researchers uncovered the secrets of successful Hebrew reading instruction. • Examine their findings on efficient & effective Hebrew phonics instruction. • Discuss how these findings apply to our classrooms today. www.BehrmanHouse.com

  6. 4 Questions for Hebrew Reading • Why is learning to decode Hebrew often so difficult? • What are the right sequences for introducing letters and vowels? • What is the optimum age to begin Hebrew instruction? • How can you include meaningful Hebrew language at the primer level? www.BehrmanHouse.com

  7. Survey Says… What is the biggest problem you face in teaching Hebrew decoding? • Letters that look alike. • Vowels. • Not enough time. • No one at home can help. www.BehrmanHouse.com

  8. 1. Why is Learning to Decode Hebrew Often So Difficult? • Learner Issues • Subject Matter Issues • Environmental Issues www.BehrmanHouse.com

  9. Learner Issues • General Learning Skills—the “10-80-10 Rule” • Age & Prior Experience with Hebrew • Interest & Motivation • Tolerance for Frustration www.BehrmanHouse.com

  10. Subject Matter Issues • Visually similar (“look alike”) letters • Symbols for similar but not identical sounds • Single symbols for 2 purposes (קמץ/ שוא) • Two symbols for a single sound (ט/ ת) • Vowels • Letters for sounds that don’t exist in English • Directionality www.BehrmanHouse.com

  11. Environmental Issues • Don’t understand what they’re reading • Not enough instructional time • English reading strategies do not help • No one at home who can provide assistance www.BehrmanHouse.com

  12. Survey Results… www.BehrmanHouse.com

  13. 2. What Are the Right Sequences for Introducing Hebrew Letters & Vowels • Feitelson’s Team, 1958 • Began with error analysis—what was difficult for students. • Feitelson’s team conducted classroom experiments to find optimal approaches to Hebrew reading instruction. • Sequence of Introduction • Patterns for Reading Drills www.BehrmanHouse.com

  14. A. Introductory Sequences • Symbols that are visually similar. • Symbols that represent similar, but not identical, sounds. • Different symbols that represent a single sound. • Single symbols that represents more than one sound. www.BehrmanHouse.com

  15. Three Instructional Sequences • Concurrent: Items are introduced together • Sequential 1 right after the other: The first item is taught one day, the second is taught in the next session. • Separated Sequential: The first item is taught one day, the second is taught later, separated by strings of neutral symbols. 1 2 3 www.BehrmanHouse.com

  16. Visually Similar Symbols:How Much Effort is Required to Tell Them Apart? English has a few visually similar letters. Most are mirror images: • b d • p q • f t Others share overall shape: • g y • j i www.BehrmanHouse.com

  17. Hebrew has Many, Many, Many Visually Similar Letters • More than 30 letter pairs with only 1 tiny difference. • 2 pairs share a general overall shape. • 3 pairs are similar when rotated. www.BehrmanHouse.com

  18. Widely Separate Look Alike Letters 3 • Introducing visually similar letters together or one right after the other increased the likelihood that students would confuse them! www.BehrmanHouse.com

  19. Hebrew Letters that Represent Similar, But Not Identical Sounds Hebrew has about a dozen pairs of consonant and vowel sounds that are similar. www.BehrmanHouse.com

  20. Widely Separate Similar Sounding Letters & Vowels 3 • As with visually similar items, introducing those that sound similar either together or one right after the other, greatly increased the likelihood of confusion. www.BehrmanHouse.com

  21. ץצףפןנםמךכ קכּסשׂבועא ךכחתּ תט ֲַָ Pairs of regular and final letters. Pairs of unrelated letters that represent the same sound. Combinations Vowels Multiple Symbols that Represent Single Sounds www.BehrmanHouse.com

  22. Introduce All Symbols for a Single Sound Together 1 • When these letters were introduced one right after the other or widely separated, the learners tended to recall 1 symbol, but not the other. • Less common symbols often forgotten. • Compounded by visually similar alternatives. www.BehrmanHouse.com

  23. “ghoti” ְָיה English has many symbols that represent multiple sounds, and most sounds can be represented in at least two ways. Hebrew has 2 letters & 2 vowel symbols that represent two different sounds each. Two Sounds, One Symbol www.BehrmanHouse.com

  24. Because they represent two sounds, they should be treated as symbols that represent similar sounds. Especially important because these items are specifically cited as as causing problems for beginning readers. הַדָגיָד דִינָה ְָ Widely Separate 2 Uses ofa Single Symbol 3 www.BehrmanHouse.com

  25. Introductory Sequences: Best Practices • If they look similar—widely separate. • If they sound similar—widely separate. • 2 symbols 1 sound, teach them together. • 1 symbol 2 sounds, widely separate. www.BehrmanHouse.com

  26. Look alike letters widely separated. Sound alike letters widely separated. 2 symbols-1 sound taught together. 1 symbol 2 sounds widely separated. Alef Bet Quest:Introductory Sequences www.BehrmanHouse.com

  27. Need to be able to tell which letter is which in real reading situations. Once the second member of pair introduced, practice is given in visual discrimination—generally self-correcting activity. Visually Similar Items—Practice Makes Perfect www.BehrmanHouse.com

  28. As with fine visual discrimination, practice with fine auditory discrimination is often very helpful. Here, cognates (words that are the same in both languages) are helpful. Similar Sounding Items—Sound Practice www.BehrmanHouse.com

  29. Identifying homonyms provides students with an interesting way to review different symbols that represent 1 sound. 2 Symbols 1 Sound—Hebrew Homonyms www.BehrmanHouse.com

  30. ?שאלות Questions? www.BehrmanHouse.com

  31. בֹּ בִּ בֻּ בַּ בֶּ בָּ גַ דָ הַ אֲ Two possible patterns: Drill 1 consonant with every vowel. Or Drill 1 vowel with every consonant. B. Vowels and Drill Patterns www.BehrmanHouse.com

  32. 2 Lines introduce new vowel with letters they have learned. Consistent patterns of vowels. 2 lines more of more complex forms (2-syllable words). 6 short, complete sentences. Drilling 1 vowel with Every Consonant is More Effective www.BehrmanHouse.com

  33. If they look or sound similar—widely separate. 2 symbols 1 sound, teach them together. 1 symbol 2 sounds, widely separate. Drill individual vowels with each consonant. Alef Bet Quest—Sequences for Success www.BehrmanHouse.com

  34. Environmental Issues:The More Things Change… • English reading strategies not help. • Parents unable to assist. • Students learning to read a language they don’t know. www.BehrmanHouse.com

  35. th = the tht = that ths = this or thus thgh = though thgh = through thght = thought English words vary in length. Many ascending and descending letters give English words distinctive shapes. Fluent readers glance at the beginning & ending of a word, deriving the rest from context. A. English Reading Strategies– English Relies on Word Shapes www.BehrmanHouse.com

  36. Deriving vocabulary from roots leads to words of 3 to 8 letters on average Hebrew lacks ascending and descending letters. Only 1 ascender (ל); only 1 descending letter except for finals (ק). Hebrew words are similar in both length and shape, lacking distinctiveness. = ךבּ בָּרוּךְ בַּדֶרֶךְ בְּרִיךְ בְּיָדֶךְ בָּזִיךְ בַּדֶּיךָ Hebrew Word Shapes www.BehrmanHouse.com

  37. Parental Assistance—Feitelson’s Findings • 1950 Reading failure in Israel reaches 50%. • Szold Institute hires Feitelson to study causes. • 10 classes studied, 9 from immigrant communities, 1 control class from established area. • Won Israel Prize in 1953 www.BehrmanHouse.com

  38. B. Parents Unable to Assist—Modern Solutions to Old Problems www.BehrmanHouse.com

  39. Last activity in each lesson provides a key to scoring bonus points in the computer game. Opening of each lesson on digital application reviews what was covered in the book. How Alef Bet Quest Integrates the Book with the Digital Application www.BehrmanHouse.com

  40. Learning to Read a Language They Do Not Know www.BehrmanHouse.com

  41. 3. What is the Optimum Age for Learning Hebrew? • Are children always better language learners? • Critical Period Hypothesis • Hebrew as a Heritage Language • Brain-based research www.BehrmanHouse.com

  42. Child vs. Adult L2 Acquisition • Adults learn L2 faster than children; adolescents fastest of all. • Best approach for children: acquire L2 . • Children attain highest levels. www.BehrmanHouse.com

  43. Critical Period Hypothesis • Windows of Opportunity for L1: • Circuits in auditory cortex completed by age 1. • Syntax—age 5 – 6 • Vocabulary—may never close • Optimum age for L2 is between 5 and 10 years. www.BehrmanHouse.com

  44. כלב Vocabulary taught without translation. Students deduce meaning from context. Input is a little above learner’s level. Naturalistic Methods www.BehrmanHouse.com

  45. Companion Reader follows naturalistic approach. 4. How Can We Include Meaningful Hebrew at the Primer level? www.BehrmanHouse.com

  46. Vocabulary built from letters & vowels they know. Words for concrete items are taught via pictures. Key words, vocabulary & cognates relate directly to the child’s immediate experiences. Feitelson’s 3 Stages of Reading Acquisition www.BehrmanHouse.com

  47. Vocabulary-driven. Introduce via oral language presentation. Very little grammar taught. Reading comprehension does not necessarily lead to conversation and vice versa. Words Lead to Sentences; Sentences to Stories www.BehrmanHouse.com

  48. ?שאלות Questions? www.BehrmanHouse.com

  49. Conclusion Dina.Maiben@Gmail.com www.BehrmanHouse.com

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