Drawing upon data from the OECD’s PISA 2009 Study, this study seeks to examine the effects of three mediating variables, namely, online reading activities, ICT use at home, and ICT use at school in the explanation of gender difference in digital reading literacy for 15-year-old students in Korea, Hong Kong and Macao. Because Korea and Hong Kong are both high-performing economies in PISA 2009 Study, it is hoped that the mechanisms or processes unveiled in the mediation analyses can inform educational practitioners from other economies on how to help males improve their digital reading literacy performance closer to that of their female counterparts. The key finding is that observed gender differences in digital reading literacy in Korea, Hong Kong and Macao can be accounted for by gender differences in students’ online reading activities and their ICT use at home, but not for ICT use at school. Specifically, for the 15-year-old students in Korea and Hong Kong, females appear to outperform males in digital reading literacy performance through engaging actively in online reading activities and ICT use for school work at home, as well as through involving less actively for ICT use for entertainment at home. The present study highlights the importance of guidance and counselling regarding ICT use at home for schoolwork and entertainment.