Nineteen OECD and partner economies participated in PISA 2009 Digital Reading Literacy Study. The present study seeks to examine from a comparative education perspective the effectiveness and efficiency of webpage navigation on digital reading performance. First, the present study analyzes the webpages of the PISA 2009 digital reading released items and the associated coding guides to elucidate the significance of student’s efficient and effective webpage navigation in securing high marks in digital reading assessment. Second, three webpage navigation indicators (i.e. number of page visits, number of visits to relevant pages, and number of relevant pages visited) are conceptualized in order to measure the degree and extent of student’s webpage navigation behaviors. Third, multiple regression analyses are undertaken across the nineteen participating economies in PISA 2009 to examine: (1) whether the relationships of the three navigation indicators with student’s digital reading performance are linear or not, and (2) the size of the proportion of digital reading performance variance that can be explained by the various combination of navigation indicators. The shape of the graphs of the “navigation-performance” relationships throws light on the efficiency and effectiveness of digital reading webpage navigation behaviors of the students. Implications of the study are summarized from the perspective of selected economies that others may learn from them.