Development of an Early Hebrew Oral Reading Fluency Measure

Goldberg, Scott J.; Weinberger, Elana R.; Goodman, Nina; Ross, Shoshana

doi:10.1080/15244113.2010.501537

Cited by 3 publications

(1 citation statement)

References 21 publications

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“…A subfield of applied linguistics, language policy was also applied to the context of Hebrew education (Brosh, 1996;Spolsky, 1986Spolsky, , 2009Shohamy, 1999aShohamy, , 1999b. Most recently, the focus on Hebrew education in the United States has examined assessment practices (Goldberg, Weinberger, Goodman, & Ross, 2010) and reading Hebrew and behaviorial problems (Goldberg, 2005).…”

Section: From Crisis To Conferences: 1970-2000mentioning

confidence: 99%

Hebrew Education in the United States: Historical Perspectives and Future Directions

Avni

2014

Journal of Jewish Education

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Section: From Crisis To Conferences: 1970-2000mentioning

confidence: 99%

Hebrew Education in the United States: Historical Perspectives and Future Directions

Avni

2014

Journal of Jewish Education

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AssessingHebrew

Inbar‐Lourie

2013

The Companion to Language Assessment

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The majority of Hebrew first language speakers presently reside in Israel where Hebrew has enjoyed a special ideological status as the national unifying language since its revival. The assessment of Hebrew in the Israeli educational framework is targeted at different populations: mother tongue Hebrew speakers, Arabic speaking children who learn Hebrew as a third language (following spoken and standard Arabic), the language of instruction in academic settings, and speakers of other languages who immigrate to Israel for permanent or temporary residence. In addition, Hebrew is studied and assessed outside Israel as a foreign language in K‐12 Hebrew day schools, bilingual programs, and academic frameworks, as well as for vocational purposes. This chapter presents the current assessment practices of Hebrew prevalent in the above settings and their ramifications. It will first describe the heavily assessment laden Israeli educational environment, where national and international tests dominate the scene used mostly for monitoring summative purposes, but also with a formative orientation. At the academic level it looks at the university entrance exams with their academic Hebrew component, and the bias created when using some of the translated versions. Special emphasis is placed on the Hebrew assessment of immigrant children, and the testing requirements of students who completed their high school studies in languages other than Hebrew. The international mother tongue PISA and PIRLS tests which have become major players in the Israeli educational system are critically surveyed. The assessment of Hebrew as a foreign language outside Israel focuses on assessment projects in Jewish schools, academic studies and teachers in bilingual education, as well as tests of Hebrew proficiency and Hebrew placement tests for US‐based universities.

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Special Education: “And You Shall Do That Which Is Right and Good …” Jewish Special Education in North America: From Exclusion to Inclusion

Novick

Glanz

2011

International Handbooks of Religion and Education

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Development of an Early Hebrew Oral Reading Fluency Measure

Cited by 3 publications

References 21 publications

Hebrew Education in the United States: Historical Perspectives and Future Directions

Hebrew Education in the United States: Historical Perspectives and Future Directions

AssessingHebrew

Special Education: “And You Shall Do That Which Is Right and Good …” Jewish Special Education in North America: From Exclusion to Inclusion

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