Pronoun resolution is vital for building a coherent mental representation during comprehension. Yet, sentences with zero pronouns occur frequently in our elementary textbooks. Little is known about what factors and how they may affect young reader´s zero pronoun resolution processing. Thus, this study aims to describe Chinese children’s zero pronoun resolution development. A total of 206 2nd-5th grade students were selected with 43-52 from each grade. By adopting a two-way ANOVA mixed design, we investigated the influence of order of mention of pronoun on reaction time in the situation where gender semantic features cues were absent in the text. The results indicated that the older the students, the shorter the reaction time for zero pronoun resolution. Moreover, for the 5th graders, the reaction time for resolving the first-mentioned pronoun was faster than that for the second-mentioned. Therefore, the first-mention advantage is a stable phenomenon on zero pronoun resolution for these age groups. However, there was no significant effect on order of mention for 2nd-4th graders. We provide suggestions for future research and instruction implications based on these findings.