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Abstract
Currently, there are no Hebrew (L2) reading assessments that have been tested to obtain evidence for reliability and validity on which to base decisions about Hebrew instruction. The authors developed a Hebrew benchmark assessment tool for first grade students modeled after Dynamic Indicators of Basic Early Literacy Skills, a standardized test of accuracy and fluency used to identify at-risk students and to monitor student progress. Results of pilot data collection (N=53) provide evidence for strong alternate form reliability for this measure, as well as evidence for content, face and criterion-related validity. Future directions for research and development are discussed.
The authors would like to thank Roland H. Good III, PhD, and Kelly A. Powell-Smith, PhD, of the University of Oregon and Dynamic Measurement Group, Inc., for the invaluable guidance and support they have provided since the inception of this study.