How to Read Hebrew

As a Hebrew teacher, I am frequently asked by students why Hebrew reading can be so challenging. The truth is that written Hebrew has unique characteristics that make it a complex and demanding experience for non-native readers.

In the following article, I will address various challenges that Hebrew students encounter when learning to read. Some of these challenges are relevant to beginners, while others are aimed at more advanced learners. Additionally, I will share recommendations on how to overcome these difficulties.

Let’s begin with some background on the Hebrew alphabet. Researchers believe that the ancient Hebrew script originated from the Phoenician script, which is why Hebrew is written from right to left. The Hebrew alphabet consists of twenty-two letters, with an additional five forms used conditionally at the end of words. Importantly, Hebrew script includes only consonants. Each letter represents one or more consonant sounds, and a small group of letters can also represent vowels.

This unique aspect of Hebrew script complicates pronunciation for students unfamiliar with the language. Accurate pronunciation is only possible with the help of a system of dots and lines—punctuation—that appears below, next to, inside, or above the letters. These marks enable correct pronunciation.

Here are some examples from Hebrew script:

The letter ב׳ can sound like B or V.
The letter ש׳ can sound like SH or S.
The letter א׳ can represent the vowels A, I, O, U, E.
The letter ו׳, which normally represents the consonant V, can also function as the vowels O and U.

Moreover, in Hebrew, there are some unique words that consist of one letter only. These words will never appear alone in writing; they will always be appended to another word. This phenomenon can make reading difficult and confusing for someone who is not yet familiar with the language and the rules of written Hebrew.

As I see it, the main difficulty in reading modern Hebrew is the absence of punctuation signs in everyday writing. Punctuation marks only appear in ancient books such as the Bible, children’s books, or poetry. Therefore, a new student who wants to read everyday Hebrew must get used to reading without the use of punctuation signs. This is not an easy task for someone who was taught to read using punctuation signs.

Another phenomenon that occurs in the Hebrew script is the duplication of sounds. Often, two different letters have the same sound. This can lead to confusion when writing in Hebrew.

For example, the letters ת׳ and ט׳ both represent the sound ‘T’ in modern Hebrew. This phenomenon of duplicated sounds arose due to the evolution of ancient Hebrew into a modern language. In the past, the letter ט׳ did indeed represent the sound ‘T’, while the letter ת׳ represented the sound ‘TH’. Each letter had a distinct pronunciation. Today, the ‘TH’ sound has disappeared from modern Hebrew, and the letter ת׳ now sounds exactly the same as the letter ט׳ in spoken Hebrew.

Another interesting phenomenon in written Hebrew is the use of emphasis. Certain letters gain emphasis when appearing at the beginning of a word, while they lose it when used in the middle or at the end of a word. For example, the Hebrew letter פ׳ at the beginning of a word always sounds like ‘P’. In the middle of a word, it can sound like ‘P’ or ‘F’, and at the end of a word, it always sounds like ‘F’. In fact, there are no words in Hebrew that start with the sound ‘F’ or end with the sound ‘P’. Additionally, there are other sounds that do not exist in the Hebrew language, such as the sound of the letter ‘J’ in the name John.

Hebrew words are generally quite short, which is a fact that pleases many students. I advise my students that when they come across a long word they don’t understand, they should try to guess which “foreign” word it is. These could be words like television, university, theater, or theory, which have migrated from other languages into everyday Hebrew vocabulary. Guessing and making mistakes are crucial skills for those starting to read Hebrew or any other language.

For more advanced students who are familiar with the Hebrew letters, can read full sentences, and are comfortable with present, past, and future tenses, the main challenge often lies in finding suitable reading materials that match their skill level. At this stage, many students turn to “regular” native Hebrew books, only to discover that these books are not suitable for their reading proficiency in Hebrew.
The gap between spoken and written Hebrew is significant, such that even for those who have mastered spoken Hebrew, reading can present a completely different experience. Unfortunately, there are very few reading materials available that are appropriate for advanced Hebrew students.

During my years of teaching, I have seen many cases of discouraged students who ultimately give up on reading Hebrew. This, of course, has nothing to do with the student’s knowledge or desire to learn. The lack of materials is the reason I decided to translate “Around the World in 80 Days” into accessible, simple, and clear Hebrew—especially for Hebrew students. “Around the World in 80 Days” was the first book ever translated into modern Hebrew by Eliezer Ben Yehuda, and I thought it would also be a great fit as a simplified Hebrew novel.

My recommendation for students would be to read only two or three pages a day. Additionally, I suggest writing down any new words they encounter while reading. It’s more effective to learn a few words daily and practice using them, rather than trying to memorize a large number of words without practice. Writing down unfamiliar words helps students remember them for future encounters.

The “difficult” words throughout the book are punctuated and explained in footnotes. At the end of the book, readers can find a dictionary containing all the explained words. This dictionary does not provide translations but refers to specific pages where their punctuation signs and explanations appear. This approach ensures that students continue learning and develop their associative memory by encountering the words within the context of the plot.

The process of adapting this book was motivated by the intention to serve as a tool to help Hebrew learners bridge the gap between spoken and written modern Hebrew. It was designed so that the reader accumulates new vocabulary as they read. With this approach, new words no longer pose an obstacle.
This way, non-native readers can finally enjoy both the reading process and the plot of the story without the usual frustration. Gradually, spoken words are replaced by those of written language. This gradual process helps students become accustomed to encountering new words. Although these words may not be used in everyday spoken language, they certainly appear in regular Hebrew literature and media.
My goal in adapting such a book was to enhance students’ motivation, enrich their vocabulary, and provide them with a gateway to the world of Hebrew literature.

I would recommend reading the book consistently without waiting more than a day or two between readings. Language studies are similar to musical studies. When I began playing guitar, I learned that practicing even fifteen minutes every day is more effective than practicing for three hours only on weekends. This principle applies to all language skills as well. Whether it’s reading, writing, listening, or speaking, regular practice is key to improvement.

The process of learning a language is a fascinating, interesting, and sometimes challenging journey. I don’t recommend going through this journey alone, but rather joining an Ulpan or small study groups. Even when starting to read a book, I suggest beginning with another student—meeting, reading together, discussing new words, and exploring unique structures.

Good luck!

This article was written by Ira Yospa, a Hebrew teacher for adults, senior instructor for Hebrew teachers, and developer of Hebrew studying materials.