In the research literature, parental early reading support, parent’s own reading motivation, and provision of home reading resources are three important variables used to explain children’s reading performance. Based on a conceptual model guiding conduct of enquiry, the causal influence relationships of the three variable constructs after adjusting for the prior effects of ESCS (Economic, Social and Cultural Status) and gender of student are analyzed using structural equation modeling. It was found that how home reading resources serve as a mediator of the effects of parental early support and motivation on reading performance are drastically different across the three top-performing Asian-Pacific economies (i.e. Korea, Hong Kong, and New Zealand) participating in PISA 2009. For Korea, the effect of parental early reading support on reading performance is mediated in total by provision of home reading resources, whereas for Hong Kong it is parent’s own reading motivation instead. For New Zealand, both parental early reading support and parent’s own reading motivation have direct and indirect effects on reading performance. The mediating effects concerned are thus partial, not total. Implications of findings are made in the light of parental early reading support practices and motivational dispositions in the three culturally-diverse Asian Pacific economies.