Abstract：PISA (Programme for International Student Assessment)pays special attention to the influence of ESCS (Economic-social-cultural-status)on adolescent digital reading literacy. The study used the public data of 12058 Chinese 15-year-old students from Beijing-Shanghai-Jiangsu-Zhejiang(BSJZ) in PISA2018, and selected the variables of digital reading literacy, reading interest, family economic, ESCS and parental emotional support. In PISA2018, the digital reading literacy of students from BSJZ ranked first, although the ESCS of students’ families was low, it had a great impact on adolescent digital reading literacy. Further research found that: ESCS had a significant positive predictive effect on adolescent digital reading literacy; reading interest played a partial mediating role; parents’ emotional support negatively moderate the second half of ESCS→ reading interest → digital reading literacy, and high parental emotional support played a protective role in the adolescent digital reading literacy with low learning interest. The study provided enlightenment for the current family how to improve their children’s digital reading literacy, and put forward relevant suggestions for the family how to collaboratively improve the disadvantaged adolescent digital reading literacy with school and society.