A growing body of literature is suggesting that many children with language disorders and delays - even those with so-called specific language impairment - have difficulties in other domains as well. In this study, the authors draw on more than 40 years of research and clinical observations of populations ranging from various groups of children to adults with brain damage, to construct a comprehensive model for the development of the interrelated skills involved in language performance, and trace the crucial implications of this model for intervention. Early tactual feedback, they argue, is...