The purpose of this study is to explore different types of reading errors made by Chinese students with reading disabilities. Based on dual-route model of reading, readers may use either the lexical (words are recognized as wholes) or sub-lexical (words are recognized through grapheme-phoneme correspondence) procedure to read. Siegel (1993) suggested that the reading disabled children made more semantic errors in English language. This is due to the fact that many of these children use the lexical route to read. In the case of Chinese reading, results of this investigation show that. Primary students made more visual errors and secondary students displayed another pattern that they made more phonological errors.