Specific learning and developmental disorders are one of the major causes of school failure among children with psychological and social implications. Developmental Dyslexia (DYS) and Developmental Coordination Disorder (DCD) are common reasons for child out-patient paediatric consultation. Their frequent association however suggests the existence of a common etiology. The hypothesis of a procedural learning and memory deficit in both disorders, as proposed by Nicolson and Fawcett (2007) assumes the existence of a dysfunction of the neural bases of procedural learning, namely cortico-striatal and cortico-cerebellar loops, distinctly recruited depending on the type of task and learning phase. A still open question is to what extent are these loops defective in DYS and DCD: are they “disorder-specific”, or do they constitute a common grounding? This issue stands for a real theoretical challenge given the contradictory findings reported in the recent literature. This research project aims at studying procedural learning and memory in children with a specific developmental disorder (DYS or DCD) or with both types of deficits (DYS and DCD). A comparison with a control group, consisting of typically developing children, will able us to dissociate the supposed procedural difficulties (learning and memory) that are specific and/or common to DYS and/or DCD. A second control group will involve children with reading and motor learning disabilities due to a genetic disorder, i.e. Neurofibromatosis type 1 (NF1). Comparing these different groups constitute the first novelty in our approach. The second aim is to further investigate the deficits according to the procedural task at stake. According to Doyon and Benali (2005), sequence learning recruits the cortico-striatal loop while perceptual-motor adaptations mainly involve the cortico-cerebellar loop. Each type of learning may imply motor or verbal processes (input or response). Therefore, six behavioural tasks will test different combinations of circuit/processes. DYS, DCD and NF1 children should have common or specific learning and retention deficits according to the proposed combination. This stands for another originality of our proposal. The last objective is to determine cognitive and neural predictive markers of learning and its immediate and long-term retention efficiency. Cognitive markers will be obtained in a comprehensive neuropsychological assessment. MRI data (DTI, resting-state and morphometry) will give us information about the cerebral architecture and connectivity. A complementary goal will be to analyse correlations between cerebral and cognitive measures obtained during neuropsychological assessments as well as experimental tasks. This last part of the project represents quite an original method. This innovative project brings together researchers from complementary scientific backgrounds (linguistics, sports sciences, developmental psychology, neuroscience) from two research sites (Toulouse and Marseille) whose research interests are close. The different partners have already obtained preliminary data, suggesting the existence of a common aetiology to DYS and DCD and strengthening hypotheses on which this research is based on. The project will provide new theoretical insights into common and distinct deficits observed in children with DYS and DCD and will allow new opportunities for assessing procedural deficits. Finally, being able to precise failure predictors may offer us to propose new evidence-based training programmes targeted on learning deficits in the different population.