While theories of embodied cognition have been investigated in lab experiments with proficient readers, currently no studies have applied these theories to improving reading comprehension for low-proficiency readers. Using an embodied cognition approach, this study investigated producing comics as an embodied reading activity. To compare effects on English as a foreign language (EFL) reading comprehension of narrative texts, 71 low-proficiency tertiary EFL readers were randomly assigned to one of two collaborative post-reading activity groups: comics production or translation. Before the activities, the participants were given background knowledge instruction for the narrative texts. Reading comprehension was assessed by a true-false test, followed by a semi-structured focus group interview. The results show that the comics production group outperformed the translation group in reading comprehension. Moreover, evidence from interviews shows the comics production activity assisted low-proficiency EFL readers in constructing multimodal representations of what they read, improving the depth of their reading comprehension.