Objectives: The context in which a particular word is used includes clues to the phonological, morphological, and semantic knowledge of the word. When an unknown word appears in the process of reading the text, the ability to infer its meaning by using context is required to comprehend the text well. The purpose of this study was to investigate the difference between poor comprehenders and typical children when inferring the meaning of words. Methods: Fifteen poor comprehenders and 15 typical children in the 3rd and 4th grade participated in this study. The sentence judgment task was divided into word condition and non-word condition, and each item consisted of a proceeding sentence and a following sentence. In order to perform the sentence judgment task, after reading the proceeding sentence in which the target word was appropriately used, children were asked to judge whether the target word in the following sentence was used appropriately. Results: Both poor comprehenders and typical children had difficulty in judging whether the meaning of the target word was appropriately used in the non-word condition when compared to the word condition. Poor comprehenders showed poorer performance than typical children in both the word and non-word conditions. Conclusion: Although poor comprehenders showed similar patterns as the typical children, they had difficulty inferring the meaning of the words. This may be associated with a lack of vocabulary knowledge, ineffectiveness of semantic connection and retrieval, and a deficit of metalinguistic ability.