Late‐life literacy training for improving memory and brain connectivity: Baseline results

Abstract

AbstractBackgroundHigher education acquired through the lifespan is believed to buffer the cognitive decline associated with neurodegenerative diseases. However, whether acquiring education later in life can improve memory is unknown.MethodsWe recruited illiterate adults that enroll in a late‐life literacy program to determine the impact of literacy training in adulthood on memory. Participants underwent baseline literacy tests and episodic memory was assessed with the Free and Cued Selective Reminding test (with pictures).ResultsAt baseline, 43 illiterate adults that did not know how to read and write participated in the study. They had a mean age of 50.3 (SD 14.3) year‐old, 19 (44%) were males, 37 (90%) were non‐Caucasians and 24 (57%) were from low‐socioeconomic background. The main reason they did not attended school when they were young was that they had to work (n=21, 49%). Baseline clinical characteristics of participants were smoking in 26%, depression in 25% and anxiety in 16%. The mean free delayed‐recall was 10.6 (SD 3.1), out of 16 figures.ConclusionHere we present the baseline characteristics of this group of illiterate adults that engage in a late‐life literacy program. The results show that the participants recruitment is feasible and representative of such illiterate adult populations. Although episodic memory is normal, there is room for memory improvement to be studied in the follow up visit.