This study explores the relation between motor and language development in motor-impaired toddlers with Spinal Muscular Atrophy (SMA). Analysis indicates normal progress in vocabulary but marked precocity in grammar development. It seems as if children with SMA build grammatical knowledge while able-bodied toddlers are engaged with the physical environment. It is suggested that procedural learning, serving the acquisition of sensorimotor skills, also has a role in language development.