本文旨在利用澳門特別行政區參與PISA2009閱讀素養研究計劃所收集的學生測試和家長問卷數據，探討家長參與及家庭支援對澳門15歲學生閱讀素養的影響。透過結構方程模型(SEM)和多階線性模型(HLM)的分析，辨識家長參與、家庭支援孩子的閱讀素養，以及家庭閱讀資源的供給與15歲學生閱讀素養表現的內在聯系。本研究在控制了家庭社經文化地位(ESCS)和性別變項的因素後，發現三項關於家長參與孩子閱讀素養的變項對澳門15歲學生閱讀素養表現並沒有直接的獨立效果影響。三項家長參與變項總的非直接效果影響不甚強，經驗證後主要是透過中間過程變項，即家庭閱讀資源的供給間接影響澳門15歲學生的閱讀素養表現。基於本研究之結果，建議澳門家長與教師應攜手合作，建立良好的家庭閱讀環境，以促進青少年的閱讀素養發展。

Macao, a special administrative region of China, participated in PISA 2009 reading literacy study. Through the use of the responses in the parent questionnaire and 15-year-old students' responses to the test booklets, the present study seeks to examine the effects of parental engagement and home support variables on reading literacy performance. We use Structural Equation Modeling (SEM) and Hierarchical Linear Modeling (HLM) to analyze the interrelationships amongst parental engagement and home support of child's reading literacy, provision of reading resources for child's use at home, and reading literacy performance. We discover that the direct independent effects of the parental engagement variables on reading literacy performance are negligible. However, there is a weak joint indirect effect essentially channeled through by an in-between process variable, i.e. provision of reading resources for child's use at home. This finding takes into account the effects of Economic, Social and Cultural Status (ESCS) of the home and gender of student. In the light of these findings, it is recommended that Macao parents and teachers go hand in hand developing better home literacy environments for the betterment of adolescents' reading literacy in Macao.