This study investigated the effects of Academic Literacy-Based Intervention (ALI) on 30 undergraduate Thai university students' English reading proficiency. Based on the English reading proficiency test, these students were sub-classified into 2 groups, 15 in the high English reading proficiency group and 15 in the low English reading proficiency group. They participated in ALI for over 10 weeks. Quantitative data were then collected through the English Reading Proficiency Pre-Test and Post-Test. Qualitative data were obtained through the Classroom Observation Record, a Semi-Structured Student Group Interview and the Students' Accomplishment Record. Results yielded by the English Reading Proficiency Test showed that, comparing the high and low reading proficiency students, the low proficiency students made a statistically significant improvement (p<0.05) in English reading proficiency. It is suggested that academic literacy can be integrated into the teaching of English-language reading, especially for the benefit of struggling readers. Moreover, some psychological factors, namely, outcome expectancy, causal attribution, and awaren