Poor comprehenders (PCs) are characterized by poor reading comprehension despite intact decoding and general cognitive ability. Poor word meaning knowledge is one of the earliest deficits associated with a PC profile. We examined processes underpinning word learning in PCs using a category learning paradigm. Adolescent participants (20 TD, 19 PC, ages 13-18) learned novel categories with two key manipulations: information type (verbal vs. nonverbal) and training type (directed vs. undirected). We found that PCs showed more benefit from directed training than TD individuals overall; however, both groups performed similarly when receiving directed blocks first. Moreover, when undirected training was received first, TD individuals showed better performance in directed as compared to undirected blocks, whereas PCs who receive undirected training first showed no significant difference between training types. Our investigation indicates that PCs may have different strategies for learning, especially when their attention is not externally directed towards relevant features.