The purpose of this article was to explore the effect of the contextual variables and individual variables on the language achievement for the minority students in Chinese primary school. There were 9,102 students from grade 2 to grade 6 who participated in the investigation, including 578 minority and 4731 girls from five regions with different developing levels. Firstly, the results show that the ethnicity does not have a direct effect on the language achievement and the self-efficacy has moderating effect for ethnicity on language achievement. Secondly, the gender and parents’ career have a direct and indirect effect on the language achievement. Male minority students with lower parents’ careers level would have a high probability to fall in the language achievement. But, all these effects are moderated by the students’ self-efficacy. Finally, it implied that the early efforts to promote the students’ self-efficacy beliefs would enhance the future language achievement for the minority students in the primary school.

The study explored the characteristics of students with spelling difficulties in China. According to the international classification of diseases and related health problems Tenth Edition (ICD-10) on the spelling difficulties, there were 7 students with spelling difficulties (means of age = 107.71 months old) selected from total 146 students (means of age = 107.59 months old). The results showed that, spelling difficulties group had more no response errors than the typical speller group. And the SD group and TS group had the same patterns in the no response answers considering the orthographic structure. But the SD group could not make use of the implicitly orthographic structure for the detail while TS group could do. The results confirmed that the SD group had deficit in orthographic-phonographic connections and the information of orthographic structure might work in the whole characters level for SD group. It gave some suggestions for the impairment for the SD group.