Expressive language milestones, such as producing a child’s first word, are delayed in 5–8% of children. While for some children, delays in reaching these milestones are harbingers of developmental disorders, expressive language delays appear to resolve for others. For a study, the researchers investigated the impact of, and interactions between, graphic language development, early intervention, and the ILF on comprehension. Children with later expressive language milestones were observed with poorer cognition. When comprehension text features were examined, children with later milestones resulted in poorer listening and reading comprehension and poorer narrative and expository understanding. The left ILF acted as a neurodevelopmental correlate, modulating the relationship between expressive language milestones and awareness. Specifically, the left ILF exacerbated the association for those who did not receive early intervention and buffered the connection for those who received intervention services. Early intervention decreased the risk of poor comprehension by 39% for children later diagnosed with a speech or language disorder. Early intervention should be provided for children with delayed expressive language milestones, particularly those at risk for speech or language disorders. The ILF played a critical role in the relationship between graphic language development and comprehension, which may be a protective factor for children with the most severe early issues with speech and language.