This eight-week quasi-experimental research was conducted to figure out how cognitive reading strategies affect non-English major students’ reading comprehension (RC) at Language School and their attitudes towards CRSI. Two intact classes with 36 students were divided into two groups, TOEIC119, control group (CG) and TOEIC120, experimental group (EG). Data were collected by means of RC tests and attitude questionnaire. Data collected from tests were analyzed by means of T-test and test scores to measure students’ RC proficiency before and after the intervention. Data collected from the questionnaire were calculated Cronbach’s alpha and converted into percentage to investigate students’ attitudes towards CRS. The results revealed that students’ RC proficiency increased significantly in both two groups but the improvement of EG students was greater than that of CG. Furthermore, the findings showed that students had positive attitudes towards CRSI. Therefore, the study concludes that CRS may contribute to the students’ RC ability and recommends that CRS should be applied in teaching reading