The purpose of this case study was to investigate characteristics of poor readers in reading comprehension by employing eye-movement test, think-aloud test, and teachers’ rating as well as standardized test. Three poor readers and three typical readers in fourth grade participated in this study. First, a standardized reading comprehension test (RA-RCP) were administered to those students; then, eye movement and think-aloud tests were administered to examine their cognitive processes in reading comprehension. The results were as follows. First, the results in RA-RCP test showed that poor readers were diagnosed with reading comprehension disabilities, while typical readers were found to be the average or upper level of reading. Second, in the eye movement tests, overall, the poor readers had a longer duration and higher frequency in fixation than the typical readers for the whole texts. However, the typical readers indicated more visit counts than the poor readers for the areas of core contents and key words while fixation duration and fixation frequency for the areas varied regardless of reading difficulties of the students. Third, the think-aloud test results indicated that the typical readers elaborated the contents and made accurate inferences, while poor readers repeated sentences or made wrong inferences when they read sentences. In addition, in teachers’ rating, poor readers received lower scores than typical readers in all items.