This study analyzed 841 migrant children from Chinese secondary schools to identify parental involvement profiles--parental expectations, communication, and provision of reading materials--and their impact on reading comprehension. Latent profile analysis revealed three profiles, which were labelled "Low Expectation Orientation," "Low Communication Orientation," and "Moderate Parental Involvement." Results revealed that migrant children with Moderate Parental Involvement exhibited the highest reading comprehension, while there were no significant differences compared to children with Low Communication Orientation. Additionally, children with Low Expectation Orientation demonstrated the lowest reading comprehension. The findings support the utility of exploring multidimensional parental involvement profiles in planning measures to support the reading comprehension of Chinese migrant children in secondary school. Implications for reading education and research on Chinese migrant children are discussed.