Reading interest serves as an inherent driving force for children's reading. Current research shows that family cultural capital, school reading environment, and community reading culture all influence children's reading interests. According to the "family-school-community" collaborative education model, families, schools and communities share the responsibility and obligation to cultivate children's reading interest and reading ability. However, the extent of influence these factors exert on children's reading interests may differ. Linear regression was used to model and analyze the data through the questionnaire survey of 653 rural children in Henan province. The results show that family, school and community reading environments are all positively correlated with rural children's reading interest. Overall, the family reading environment has the greatest impact on rural children's reading interest, followed by the school reading environment, with the community reading environment has having the least impact. The study also provides a new perspective on fostering rural children's reading interest through the collaborative efforts of families, schools, and communities.