How should citizens be educated about complicated political issues like electoral reform? Are there basic principles that should be followed? This article tests one potential principle for government bodies, the media and educators to follow when conducting information campaigns: namely, lowering the reading level of information. Educators have long argued that texts can be confusing when written at a literacy level higher than the reader is able to digest. This article tests the impact of reading level on knowledge, interest and opinion on an electoral reform proposal. It employs an experimental design, conducted in person in fall 2018 with college students in Ontario, Canada. The experiment asked the students to read a text on a single transferable vote (STV) electoral system at one of three reading levels (or a control text) and then answer a series of questions gauging their knowledge, interest and opinion on the electoral reform proposal. The results provide an assessment of the impact of different levels of information on these factors and suggest concrete recommendations for election management bodies (EMBs) and other actors seeking to educate the public on complex political issues.