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Children with Developmental Language Disorder (DLD) show vocabulary limitations in terms of both quantity and quality. These difficulties are associated with word learning difficulties that remain misunderstood. Our research focuses on these children’s ability to learn categorization rules from a statistical learning perspective. An implicit categorization task, in which a rule could be formulated, was proposed to 17 school-age children with DLD and 17 typically developing children of the same age. This task was followed by a generalization task, which measured the ability to apply the rule to new subcategories. The results showed globally preserved abilities for children with DLD. However, when a distinction was made between children under 9 and those aged 9 and over, differences emerged for the younger children. These results suggested preserved abilities in learning simple, perceptually based rules in older DLD children. However, it appeared that these abilities develop later than in the general population.