The present study was an attempt to investigate the effect of the analysis matrix, a type of graphic organizer, as a language improvement supportive attempt on fostering reading comprehension in an EFL academic context. The main question this study tried to answer was whether using this technique might enhance reading comprehension abilities among Iranian non-English majors. To achieve this goal, 120 nursing and microbiology majors were randomly selected from a population of the non-English majors enrolled for the Academic English course. They were divided into four groups of 30 and were randomly assigned to two experimental groups and two control groups. A pre-test of reading comprehension was administered to all groups. Then, they were taught passages to read for eight sessions with different methods; the experimental groups received a treatment of analysis matrix technique instruction while the control groups were taught with the traditional method, including no summarization instruction. A post-test of reading comprehension was finally administered to all groups. The data were analyzed using one-way analysis of covariance (ANCOVA) to control the effects of the pre-test on the outcomes. The results indicated a statistically significant difference due to pedagogical intervention; the two experimental groups outperformed on the post-test after being treated with analysis matrix technique for eight sessions.