This study aimed to understand Taiwanese grade-five students' reading of a science text with mixed sub-genres based on their oral reading miscues. Twenty students participated in the study. Each of the one-on-one interviews started with a reader profile interview followed by oral reading of a Chinese science text and retelling. Miscue data were analyzed based on the classroom procedure of the "Reading Miscue Inventory." Analyses were conducted to explore differences in the participants' reading of two paragraphs of an expository sub-genre and a narrative sub-genre. The study showed that the quantity and quality of miscues differed in the two different sub-genres within the science text. Students showed higher confidence and better comprehension when reading the narrative sub-genre. Implications for reading instruction are discussed.