<p>The emergence of digital reading as a major competence in the information and communication technology (ICT) age has led to both opportunities and challenges, which has triggered a growing research focus on exploring how teachers can effectively support learning in digitalized contexts. In this context, students’ perspective-taking ability has attracted attention as a socioemotional resource that shapes their uptake of instructional support and digital reading performance. Nonetheless, there is limited evidence regarding the existence of differentiated mediating pathways for perspective-taking in different instructional support types for digital reading and whether the mediating role can be extended to broader educational settings. Thus, the potential mediating role of perspective-taking in specific types of instructional support for digital reading performance in digitally enhanced classrooms is explored in this study. The data were taken from the Programme for International Student Assessment (PISA) data set, covering 79,917 15-year-old students attending 5125 schools across 18 countries. The findings revealed differentiated indirect-association patterns across instructional support types. Adaptive teaching and the stimulation of reading engagement showed a positive and aligned pattern in terms of perspective-taking. In contrast, teacher feedback and teacher-directed instruction showed negative-total mixed patterns, whereas teaching digital skills showed a negative-indirect/positive-total mixed pattern. These findings highlight the importance of considering students’ socioemotional skills when instructional support is interpreted in digital reading contexts. The implications for classroom practice and digital learning are discussed.</p>