Reading disability is the most common disability. At least one in five children has significant challenges learning to read. This study focused on the oral reading performance of 30 Year-Three students. The students were identified as less proficient readers from two randomly selected primary schools in Brunei Darussalam. The oral reading performance of all the students was collected after each of them read three passages based on the Year-Three curriculum. The objectives of this study were to examine the types of miscues made, language-cueing systems used and how miscues affected the reading comprehension of the students. The instruments used were three oral reading passages based on the Year-Three curriculum. The collected data were both quantitatively and qualitatively analyzed. The results indicated that among the seven types of miscues analyzed, the most common type of miscue made by the students was on substitution. This study also found that the most frequently used cues by the students in their effort to read was on the grapho-phonics cues compared to syntax and semantic cues. In the comprehension performances of the students, it was found that the number of miscues made was not necessarily the main factor that caused failure in oral comprehension questions. (Contains 3 tables.)