Reading ability, education, and cognitive status assessment among older adults in Harlem, New York City.
OBJECTIVE
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.
Albert
S M
SM
Gertrude H. Sergievsky Center, Columbia University, New York, NY 10032, USA. sma10@columbia.edu
Teresi
J A
JA
D001741:Black or African American / Q000706:statistics & numerical data*; D000368:Aged / Q000706:statistics & numerical data*; D000369:Aged, 80 and over; D003071:Cognition; D004522:Educational Status; D005260:Female; D015577:Geriatric Assessment; D006801:Humans; D008297:Male; D008403:Mass Screening; D008609:Mental Status Schedule / Q000592:standards*; D009519:New York City; D011237:Predictive Value of Tests; D011932:Reading; D012044:Regression Analysis; D015203:Reproducibility of Results; D012680:Sensitivity and Specificity; D014505:Urban Population / Q000706:statistics & numerical data*