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. (Contains 3 tables.)