58 COPYRIGHT 2011 BY PSI CHI, THE INTERNATIONAL HONOR SOCIETY IN PSYCHOLOGY (VOL. 16, NO. 2/ISSN 1089-4136) Faculty Mentor: Gigliana Melzi ABSTRACT. Despite growing evidence supporting the notion that fathers influence their children’s education, few studies have examined the intersection of involvement and emergent literacy development. The present study explored the ways fathers (N = 12) support children’s literacy skills in a low-income Latino community. After completing self-report measures of daily involvement and home literacy, fathers shared a wordless book with their children. Fathers reported engaging in a variety of involvement activities, lending support to the study of fathering as a multifaceted construct. Furthermore, fathers provided rich linguistic environments during book-sharing. Trends among narrative participation scores support past literature suggesting cultural differences in narrative styles. Results provide important contributions to the limited literature on Latino parenting. Paternal Support of Emergent Literacy Development: Latino Fathers and Their Children Jackson J. Taylor New York University