A study was conducted to identify operational procedures that could maximize learning and acceptance of reading materials within a parent education program. A factorial design was used to test how two levels of readability of written material (ninth and fifteenth grade levels) and two levels of reader competency (lower and higher) were related to the learning of subjects. Twenty-eight upper-middle class women enrolled in a parent education program served as subjects. Results indicated that the lowest number of errors was made by lower competency readers receiving lower readability level materials. The second lowest number of errors was made by higher competency readers receiving higher readability level materials. The highest number of errors was made by lower competency readers receiving higher level materials. What was not expected was that the second highest number of errors was made by higher competency readers receiving lower level materials, indicating that more learning took place when reading materials were matched with readers' skill level. (HOD)