This study investigated the knowledge and access to both dominant and subordinate meaning of ambiguous words in children with poor reading comprehension skills. Fifteen poor comprehenders and same number of grade-matched typically developing children participated in this study. All children were third to fifth grader in elementary schools. For the semantic judgment task, the children read aloud a phrase in computer screen that ended in a homonym. After the phrase appeared, children read a target word on the screen that were a related to the dominant or subordinate meaning of the homonym. And then, they were asked to judge whether target word related to the homonym. The results showed that the total number of correct responses was significantly lower in poor reading comprehenders relative to the peers, specially subordinate meaning of the homonym. However, responses time had no different in two children groups. These results suggested that poor reading comprehenders of third to fifth grade have some difficulties in ambiguous meaning comprehension when they read the sentence containing homonym.