Along with writing and arithmetic, reading is essential for building learning competencies. Not only the accumulation of low reading achievements can adversely affect additional subject areas, but it can also prevent students from entering into higher education and impede future employment. As a whole, low reading achievements will deteriorate the quality of national education that may eventually deepen social inequality. This study analyzes the educational context variables affecting the reading achievement level in Korea, Japan and Singapore by utilizing the reading results of PISA 2012. We attempt to identify country-common and country-differential factors that result in low reading achievements in these three countries. All three countries are located in East Asia, and these countries are exam-oriented with a high priority on education. They also scored very highly on the PISA 2012 reading. However, the educational contexts placed in such diverse socio-cultural backgrounds inevitably resulted in discrepant factors for low reading achievements. Based on these outcomes, this study suggests that first; there must be educational support for the “students vulnerable to low reading achievement”, who are equally affected by country-common factors. Also, school educational policy needs to support low reading achievers in Korea, Japan and Singapore by carefully considering the country-differential factors according to each country.