Research objectives: PISA2009 reading literacy study is valuable to inform teachers how to help adolescents advance in reading performance. When students complete junior secondary schooling, it is hoped that more students can read happily, widely and skillfully. Based on secondary analysis of PISA2009 data this study seeks to elucidate how to derive a typology of student reading engagement so as to commence response to intervention (RTI) in Macao schools. Design/Methodology: Based on a conceptual model of reading engagement, through regression commonality and then latent profile analyses, the three reading facets Fondness for reading, Aspiration for reading, and Good at reading are examined to arrive at a typology of student reading engagement in Macao schooling contexts. Research Results: Eight styles of reading engagement are found in Macao schools. Helping students of the Coping course requirement to Full participation style constitutes the tier-1 response to intervention (RTI) on reading aiming at increasing reading comprehension performance of all the grade 7-9 junior secondary students through elevating students’ three facets of reading engagement. Implications of study: The three-tier RTI, of which other six styles are targeted for reading improvement in tier-2 and tier-3 of the reading intervention programs are needed to be followed up