Applying English Letter Naming Frequency Measures to English Speaking Students Learning to Read Hebrew

Abstract

English speaking students learning to read Hebrew (L2) would benefit greatly from a measuring tool which can predict future reading abilities from before the time that they learn to read. This is important because measures which identify students at risk for future difficulties reading allow schools to implement early interventions, a way of preventing or strongly reducing any difficulties reading. Letter Naming Fluency (LNF) has proven to be a reliable and valid predictive measure of future reading abilities in English, and there is much reason to believe this would apply to students learning Hebrew as well. This pilot study tests a Hebrew LNF measure for its reliability and validity and ability to predict future Hebrew reading abilities in English speaking students. Results of the pilot study (N=119) show reliability and validity of the LNF forms as well as evidence for correlations between kindergarten LNF scores and first grade end of year reading abilities. These results yield implications for education in Jewish Day schools and beyond, which are discussed.