Education and Human Sciences, College of (CEHS)


Date of this Version

Spring 3-9-2012


A Thesis Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science, Major: Child, Youth and Family Studies, Under the Supervision of Professor Julia Torquati. Lincoln, Nebraska: March, 09, 2012

Copyright (c) 2012 Yanjie Long


Previous research has revealed the importance of parental involvement in children’s language development (Raikes, et. al., 2006). However, few studies have focused in detail on the impact of parental involvement on the language development of English Language Learners (ELLs). The purpose of this study is to examine how early and concurrent parental involvement affects preschool children’s later language development in a sample of low-income Hispanic ELLs. More specifically, two aspects of parental involvement will be examined: (1) home support of language and cognitive stimulation; and (2) parent emotional supportiveness. The results indicate that early home language and cognitive stimulation and parent emotional supportiveness are associated with English-speaking children’s vocabulary at age 2, but not with Spanish-speaking children’s language development. Path analysis at age 3 shows that early parent emotional supportiveness predicts English-speaking children’s language development, while early home stimulation in language and cognition predicts language development for Spanish-speaking children.

Advisor: Julia Torquati