The era of information and communication technology (ICT) has popularized adolescents’ digital reading activities in their daily lives. Most prior studies focused on identifying significant factors that foster digital reading performance. Although educational quality is of great concern, it is crucial to consider the issue of educational equity in the digital world. Our study aims to unfold the mediating roles of ICT-related psychological needs between economic, social, and cultural status (ESCS) and digital reading performance. A multilevel mediation analysis was adopted for 36,490 students from six high-performing Asian regions participating in the Programme for International Student Assessment (PISA). The results indicated that perceived ICT autonomy significantly mediated the relationship in most Asian regions, while perceived ICT competence yielded mixed roles. Interestingly, the suppression effects were detected between ESCS, ICT in social interaction, and digital reading. Our research findings offer fresh insights into narrowing the digital divide in the online reading environment for adolescents.