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Objectives Weakness in grammar understanding is key feature of children with specific language impairments (SLI). The goal of this research was to check out the hypothesis that children with weakness in grammar understanding have also weakness in visuospatial abilities. Methods The children were assessed with the task 'Comprehension of grammatical structures' from Luria's neuropsychological assessment for children. Experimental group included 27 children with weakness in grammar understanding. The control group included 27 children with typical grammar understanding. The children from experimental and control group were matched for IQ, gender and age. To assess the visuospatial abilities in children we used two tasks from Luria's neuropsychological assessment battery (Constructional Praxis and Head Test) as well as the Rey-Osterrieth Complex Figure test. Results One-way ANOVAs by group revealed significant differences (p ≤ 0,05) between the groups for scores in all visuospatial tasks. It can be assumed that children with weakness in grammar understanding have also weakness in visuospatial functions. We also revealed significant differences (p ≤ 0,05) between the groups for number of spatial errors in the Rey-Osterieth Complex Figure test. Conclusions This study suggests that children with weakness in grammar understanding have also weakness in visuospatial abilities. Received results provided insight into cognitive and language mechanisms in typically developing children and the underlying nature of SLI, helping to elucidate the nature of impaired mechanism in children with weakness in grammar understanding. Key messages Children with weakness in grammar understanding have weakness in visuospatial abilities. It is possible that children with specific language impairments have deficit in nonverbal abilities.