Adolescence is the golden stage for developing reading ability. Reading ability is an important factor in promoting teenagers’ know-how and cognitive structure. For teenagers who are at the stage of forming views on the world, life, and values, reading is a key part of understanding the external world. This study is an empirical analysis conducted on 210 teenagers through questionnaires to explore the influence of perceived value of social reading on teenagers’ reading ability by using the structural equation model. The results show that first, the perceived value of social reading affects teenagers’ reading ability; second, social reading motivation is the mediator of the above relationship; third, the perceived value of social reading affects teenagers’ reading ability through reading motivation. In regard to that, it is proposed that the characteristics of perceived value should be made use to stimulate students’ learning motivation and improve teenagers’ reading ability in the process of policy formulation of governmental departments and the teaching in schools.