الفهرس 
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Abstract
The present qualitative case study research aimed at investigating the relationship of text genre and text complexity to EFL reading comprehension for a high achiever student and an average cognitive ability one of the first-grade secondary using reading miscue analysis. Each student read a narrative text and an expository one. After recording the students’ oral reading, retelling and Burke Reading Interviews (BRIs), and Text Preference Interviews (TPIs), the three reading sessions were analyzed using reading miscue inventory. Findings showed that the students’ relative performance with narrative and expository structures varied. Both the high achiever and the average cognitive ability students found it easy for them to read, retell and understand the narrative text more than the expository one. The students used different strategies according to the text type and text complexity. Using TPI, both students preferred the narrative text. Comprehension, accordingly, had been highly attained by the high achiever student. The average cognitive ability student’s comprehension was not similarly high. Also, narrative reading proved to be appealing for both students. It was concluded that there was a close relationship between the text genre and text structure with first-grade EFL secondary students’ reading comprehension. Further, miscue analysis proved to be an effective technique in divulging what was going on inside the students’ minds while transacting with various genres orally.