The Impact of CEFR Basic User Level Text Complexity on Elementary School Learners’ English Comprehension

This study examines the suitability of CEFR A1 and A2 reading items for assessing elementary learners’ comprehension, focusing on text complexity, topic familiarity, and learner characteristics. A quantitative research design was applied with 23 sixth-grade students from a Korean elementary school. Reading items were developed using the English Vocabulary Profile (EVP) and English Grammar Profile (EGP). Data were collected through online assessments and analyzed using ANOVA, Pearson correlation, and Levene’s test. Results indicate that A1-level texts and familiar topics improved comprehension, while A2-level texts, with complex structures and nuanced vocabulary, reduced accuracy, highlighting the need for scaffolding. Frequent English use and interactive learning correlated with better performance, whereas grammar difficulties and limited vocabulary hindered comprehension. Although the sample size is relatively small, findings emphasize the importance of designing level-appropriate tasks, integrating familiar content, and applying scaffolded instructional strategies to support young learners’ reading comprehension.