In this study, the associations between social support, reading confidence and English reading amount were examined using a sample of Grade 5 and Grade 6 primary school students (N = 570) in Hong Kong. It was hypothesised that the effect of parent support, teacher support, and peer support on reading amount was mediated by reading confidence. Age and gender were control variables in the mediation model. Structural equation modelling analysis indicated that parent support and teacher support had significant and positive effects on reading confidence, reading confidence had a significant and positive effect on reading amount, and parent support had a significant and positive effect on reading amount. Mediation analysis revealed that reading confidence mediated the relationships between parent support and reading amount and between teacher support and reading amount. Methods of facilitating parent support, teacher support, and reading confidence were then discussed.