This study used an experimental script awareness task to measure the script recognition and metacognitions of 129 English language learners (ELLs) in Senior Kindergarten from Chinese, Portuguese, or Spanish L1 backgrounds. Items formed two clusters: those involving the Latin alphabet and those involving symbolic script. Based on ability to name letters and read some words, children were divided into “readers” and “prereaders.” There were significant effects of home language and reading group: the Chinese ELLs were better at distinguishing items of symbolic script from the Latin alphabet items, but the Portuguese and Spanish ELLs were better at explaining their metacognitions. When the item was more similar to English, readers were more likely to accept it as English. Differences in script awareness development are discussed in relation to home language, reading ability, nonverbal ability, and vocabulary skills.

This study used an experimental script awareness task to measure the script recognition and metacognitions of 129 English language learners (ELLs) in Senior Kindergarten from Chinese, Portuguese, or Spanish L1 backgrounds. Items formed two clusters: those involving the Latin alphabet and those involving symbolic script. Based on ability to name letters and read some words, children were divided into “readers” and “prereaders.” There were significant effects of home language and reading group: the Chinese ELLs were better at distinguishing items of symbolic script from the Latin alphabet items, but the Portuguese and Spanish ELLs were better at explaining their metacognitions. When the item was more similar to English, readers were more likely to accept it as English. Differences in script awareness development are discussed in relation to home language, reading ability, nonverbal ability, and vocabulary skills.