The purpose of the study was to examine the structural relationship among factors that affect digital reading. PISA DRA data was analyzed to reveal 1) what factors (e.g., ICT factors, attitude, and navigation indices) affect Korean students’digital reading assessment scores in PISA DRA?; 2) What structural relationships are identified among factors (e.g., ICT factors, attitude and navigation indices)?. According to the research results, all three factors (ICT usage, positive attitude, navigation index) impact DRA achievement. When ranking the most influential variable, navigation index (.46) scored the highest followed by ICT usage at home for school (.22) and then positive attitude toward ICT (.10). Out of the pre-determined variables that affect digital reading achievement, navigation index showed to have the greatest impact. Following navigation, the next most influential factor affecting digital reading achievement was ICT usage at home for school. Since ICT usage is related to digital reading familiarity, an attempt was made to observe the direct and indirect effects of how ICT usage variables influence a student’s digital reading achievement. In summary, we empirically discovered that ICT usage, attitude toward ICT, webpage navigation and digital reading achievement are interconnected each other. Also, attitude toward ICT mediates between ICT usage and webpage navigation skills. Additionally, webpage navigation skills mediate between a positive attitude toward ICT and digital reading achievement. Based on these empirical evidences, a deliberate and thoughtful educational approach and policy should be made so to enhance students’ digital reading competencies.