This study was an initial effort to examine the applicability of Curriculum Based Measurement (CBM) procedures to measure reading in a language other than English and more specifically, in Hebrew. Participants included a sample of 458 students from grades 1-5 from three elementary schools in Israel, 416 from regular education and 42 students from grades 2-5 who were receiving special services in reading. Students were tested on CBM probes in the winter and spring of the 2002 academic year. Four characteristics of the CBM measure were evaluated: (1) concurrent validity with two reading subscales (decoding and comprehension) of the Kaufman-ABC that had been translated and normed in Israel; (2) student outcomes in reading fluency across grades and across time within grades; (3) ability of the measure to discriminate students with and without reading problems and (4) the sensitivity of the measure when used weekly for progress monitoring. Results indicated that moderate to strong correlation coefficients were evident between CBM scores and the K-ABC reading subscales except for grade 4 in the spring. Also, students showed increased growth across grades and across time within the school year, except for a lack of increase from grade 2 to 3 in the spring. Students receiving specialized help for reading scored significantly lower on CBM probes when compared with regular education students. Finally, a gradual week-by-week progress rate in the curriculum comparable to those found with CBM reading in English was also found. Results suggest that the oral reading fluency metric may be applicable to evaluating reading in Hebrew. Implications for the use of the metric in other countries and languages are discussed.