Using an economically and culturally diverse sample of 451 children and their parents from the Family Life Project, this study explored mothers' and fathers' language engagement as measured by a latent construct of parents' wh and non-wh questions and conversational turns with their 24- to 36-month-old children. Differences between mothers' and fathers' questions and conversational turns were explored, as well as the association between mothers' and fathers' questions and conversational turns and children's preschool-aged language and first grade literacy was examined. Additionally, this study sought to understand whether children's language mediated the relationship between parents' latent language engagement construct and later literacy skills. Results comparing mothers' and fathers' language engagement found fathers used a greater number of non wh- questions and conversational turns with their young children. Results from structural equation models showed mothers' language engagement was significantly associated with children's preschool-aged language. Children's preschool-aged language partially mediated the association between mothers' language engagement and children's first grade literacy. Fathers' language engagement was significantly associated with children's first grade literacy. Findings demonstrate that language engagement strategies used in the home by both parents promote and enhance the language and literacy skills in young children. Implications for future research and policy are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]