This factorial quasi-experimental 2 x 2 study aimed to corroborate the effect of PRWR strategy, compared to Translation and Reading Aloud, on students' academic content-area reading comprehension as observed from their English proficiency. This study also examined the interaction between the strategy and English proficiency. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a set of questionnaires on students' perception towards the PRWR strategy. Prior to their administration, both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading comprehension than that taught by Translation and Reading Aloud. Third, there was no interaction between reading strategy and English proficiency. All in all, the employment of the PRWR strategy was highly recommended in academic content-area reading comprehension regardless students' English proficiency levels.