Reading ability, education, and cognitive status assessment among older adults in Harlem, New York City

Abstract

Objectives. This study examined reported level of education and current reading ability as predictors of cognitive status among older African Americans in central Harlem, New York City. Methods. A probability sample of 164 noninstitutionalized older African Americans was assessed. Mini-Mental State Examination (MMSE) scores were regressed on education and reading ability measures. Results. Reading ability and educational attainment were significant, independent predictors of MMSE performance. Within any level of education, subjects whose grade-equivalent reading ability exceeded reported level of education scored significantly higher on the MMSE. Conclusions. Reading ability may be useful in interpreting the results of cognitive screening among low-educated and minority groups.