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Accumulated evidence shows atypical procedural learning performance in Developmental Language Disorder (DLD) over the past fifteen years. Although contradictory results are sometimes reported, the procedural deficit hypothesis is promising as it offers a better understanding of the complex comorbidity patterns frequently observed in DLD. In that line, several studies have suggested that an atypical functioning of the cerebral networks underlying procedural memory may also explain some of the difficulties observed in disorders frequently associated with DLD, such as Developmental Coordination Disorder (DCD) or Specific Learning Disorder (SLD) with impairment in reading. Here also, contradictory results call for further research. Finally, several studies suggest that patients with DLD or SLD with impairment in reading compensate for their language or procedural learning difficulties through knowledge or cognitive strategies dependent on declarative memory. This hypothesis could not only improve clinical care in these patients but also open up new avenues of therapeutic interventions for other neurodevelopmental disorders.