Reading activity prevents long-term decline in cognitive function in older people: evidence from a 14-year longitudinal study

ABSTRACTObjectiveThis study examined the effect of daily life reading activity on the risk of cognitive decline and whether the effect differs regarding education levels. DesignA longitudinal study with 6-, 10-, and 14-year follow-up. SettingFace-to-face interviews with structured questionnaires at...

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Published inInternational psychogeriatrics Vol. 33; no. 1; pp. 63 - 74
Main Authors Chang, Yu-Hung, Wu, I-Chien, Hsiung, Chao A.
Format Journal Article
LanguageEnglish
Published Cambridge, UK Cambridge University Press 01.01.2021
Elsevier Inc
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Online AccessGet full text
ISSN1041-6102
1741-203X
1741-203X
DOI10.1017/S1041610220000812

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Abstract ABSTRACTObjectiveThis study examined the effect of daily life reading activity on the risk of cognitive decline and whether the effect differs regarding education levels. DesignA longitudinal study with 6-, 10-, and 14-year follow-up. SettingFace-to-face interviews with structured questionnaires at home. ParticipantsA representative sample of 1,962 Taiwanese community-dwelling older persons aged 64 and above, followed up in four waves of surveys over 14 years. MeasurementsBaseline reading frequencies were measured based on a scale of leisure activity. The Short Portable Mental Status Questionnaire was used to measure cognitive performance. We performed logistic regression to assess associations between baseline reading and later cognitive decline. Interaction terms between reading and education were to compare the reading effects on cognitive decline at different education levels. ResultsAfter adjusting for covariates, those with higher reading frequencies (≥1 time a week) were less likely to have cognitive decline at 6-year (adjusted odds ratio [AOR]: 0.54; 95% confidence interval [CI]: 0.34–0.86), 10-year (AOR: 0.58, 95% CI: 0.37–0.92), and 14-year (AOR: 0.54, 95% CI: 0.34–0.86); in a 14-year follow-up, a reduced risk of cognitive decline was observed among older people with higher reading frequencies versus lower ones at all educational levels. ConclusionsReading was protective of cognitive function in later life. Frequent reading activities were associated with a reduced risk of cognitive decline for older adults at all levels of education in the long term.
AbstractList This study examined the effect of daily life reading activity on the risk of cognitive decline and whether the effect differs regarding education levels. A longitudinal study with 6-, 10-, and 14-year follow-up. Face-to-face interviews with structured questionnaires at home. A representative sample of 1,962 Taiwanese community-dwelling older persons aged 64 and above, followed up in four waves of surveys over 14 years. Baseline reading frequencies were measured based on a scale of leisure activity. The Short Portable Mental Status Questionnaire was used to measure cognitive performance. We performed logistic regression to assess associations between baseline reading and later cognitive decline. Interaction terms between reading and education were to compare the reading effects on cognitive decline at different education levels. After adjusting for covariates, those with higher reading frequencies (≥1 time a week) were less likely to have cognitive decline at 6-year (adjusted odds ratio [AOR]: 0.54; 95% confidence interval [CI]: 0.34–0.86), 10-year (AOR: 0.58, 95% CI: 0.37–0.92), and 14-year (AOR: 0.54, 95% CI: 0.34–0.86); in a 14-year follow-up, a reduced risk of cognitive decline was observed among older people with higher reading frequencies versus lower ones at all educational levels. Reading was protective of cognitive function in later life. Frequent reading activities were associated with a reduced risk of cognitive decline for older adults at all levels of education in the long term.
ABSTRACTObjectiveThis study examined the effect of daily life reading activity on the risk of cognitive decline and whether the effect differs regarding education levels. DesignA longitudinal study with 6-, 10-, and 14-year follow-up. SettingFace-to-face interviews with structured questionnaires at home. ParticipantsA representative sample of 1,962 Taiwanese community-dwelling older persons aged 64 and above, followed up in four waves of surveys over 14 years. MeasurementsBaseline reading frequencies were measured based on a scale of leisure activity. The Short Portable Mental Status Questionnaire was used to measure cognitive performance. We performed logistic regression to assess associations between baseline reading and later cognitive decline. Interaction terms between reading and education were to compare the reading effects on cognitive decline at different education levels. ResultsAfter adjusting for covariates, those with higher reading frequencies (≥1 time a week) were less likely to have cognitive decline at 6-year (adjusted odds ratio [AOR]: 0.54; 95% confidence interval [CI]: 0.34–0.86), 10-year (AOR: 0.58, 95% CI: 0.37–0.92), and 14-year (AOR: 0.54, 95% CI: 0.34–0.86); in a 14-year follow-up, a reduced risk of cognitive decline was observed among older people with higher reading frequencies versus lower ones at all educational levels. ConclusionsReading was protective of cognitive function in later life. Frequent reading activities were associated with a reduced risk of cognitive decline for older adults at all levels of education in the long term.
This study examined the effect of daily life reading activity on the risk of cognitive decline and whether the effect differs regarding education levels.OBJECTIVEThis study examined the effect of daily life reading activity on the risk of cognitive decline and whether the effect differs regarding education levels.A longitudinal study with 6-, 10-, and 14-year follow-up.DESIGNA longitudinal study with 6-, 10-, and 14-year follow-up.Face-to-face interviews with structured questionnaires at home.SETTINGFace-to-face interviews with structured questionnaires at home.A representative sample of 1,962 Taiwanese community-dwelling older persons aged 64 and above, followed up in four waves of surveys over 14 years.PARTICIPANTSA representative sample of 1,962 Taiwanese community-dwelling older persons aged 64 and above, followed up in four waves of surveys over 14 years.Baseline reading frequencies were measured based on a scale of leisure activity. The Short Portable Mental Status Questionnaire was used to measure cognitive performance. We performed logistic regression to assess associations between baseline reading and later cognitive decline. Interaction terms between reading and education were to compare the reading effects on cognitive decline at different education levels.MEASUREMENTSBaseline reading frequencies were measured based on a scale of leisure activity. The Short Portable Mental Status Questionnaire was used to measure cognitive performance. We performed logistic regression to assess associations between baseline reading and later cognitive decline. Interaction terms between reading and education were to compare the reading effects on cognitive decline at different education levels.After adjusting for covariates, those with higher reading frequencies (≥1 time a week) were less likely to have cognitive decline at 6-year (adjusted odds ratio [AOR]: 0.54; 95% confidence interval [CI]: 0.34-0.86), 10-year (AOR: 0.58, 95% CI: 0.37-0.92), and 14-year (AOR: 0.54, 95% CI: 0.34-0.86); in a 14-year follow-up, a reduced risk of cognitive decline was observed among older people with higher reading frequencies versus lower ones at all educational levels.RESULTSAfter adjusting for covariates, those with higher reading frequencies (≥1 time a week) were less likely to have cognitive decline at 6-year (adjusted odds ratio [AOR]: 0.54; 95% confidence interval [CI]: 0.34-0.86), 10-year (AOR: 0.58, 95% CI: 0.37-0.92), and 14-year (AOR: 0.54, 95% CI: 0.34-0.86); in a 14-year follow-up, a reduced risk of cognitive decline was observed among older people with higher reading frequencies versus lower ones at all educational levels.Reading was protective of cognitive function in later life. Frequent reading activities were associated with a reduced risk of cognitive decline for older adults at all levels of education in the long term.CONCLUSIONSReading was protective of cognitive function in later life. Frequent reading activities were associated with a reduced risk of cognitive decline for older adults at all levels of education in the long term.
Objective:This study examined the effect of daily life reading activity on the risk of cognitive decline and whether the effect differs regarding education levels.Design:A longitudinal study with 6-, 10-, and 14-year follow-up.Setting:Face-to-face interviews with structured questionnaires at home.Participants:A representative sample of 1,962 Taiwanese community-dwelling older persons aged 64 and above, followed up in four waves of surveys over 14 years.Measurements:Baseline reading frequencies were measured based on a scale of leisure activity. The Short Portable Mental Status Questionnaire was used to measure cognitive performance. We performed logistic regression to assess associations between baseline reading and later cognitive decline. Interaction terms between reading and education were to compare the reading effects on cognitive decline at different education levels.Results:After adjusting for covariates, those with higher reading frequencies (≥1 time a week) were less likely to have cognitive decline at 6-year (adjusted odds ratio [AOR]: 0.54; 95% confidence interval [CI]: 0.34–0.86), 10-year (AOR: 0.58, 95% CI: 0.37–0.92), and 14-year (AOR: 0.54, 95% CI: 0.34–0.86); in a 14-year follow-up, a reduced risk of cognitive decline was observed among older people with higher reading frequencies versus lower ones at all educational levels.Conclusions:Reading was protective of cognitive function in later life. Frequent reading activities were associated with a reduced risk of cognitive decline for older adults at all levels of education in the long term.
Author Chang, Yu-Hung
Hsiung, Chao A.
Wu, I-Chien
AuthorAffiliation 1 Department of Public Health, China Medical University , Taichung , Taiwan
2 Institute of Population Health Sciences, National Health Research Institutes , Zhunan , Taiwan
AuthorAffiliation_xml – name: 1 Department of Public Health, China Medical University , Taichung , Taiwan
– name: 2 Institute of Population Health Sciences, National Health Research Institutes , Zhunan , Taiwan
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  givenname: Yu-Hung
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  surname: Chang
  fullname: Chang, Yu-Hung
  organization: 1Department of Public Health, China Medical University, Taichung, Taiwan
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  givenname: I-Chien
  surname: Wu
  fullname: Wu, I-Chien
  organization: 2Institute of Population Health Sciences, National Health Research Institutes, Zhunan, Taiwan
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  givenname: Chao A.
  surname: Hsiung
  fullname: Hsiung, Chao A.
  email: hsiung@nhri.org.tw
  organization: 2Institute of Population Health Sciences, National Health Research Institutes, Zhunan, Taiwan
BackLink https://www.ncbi.nlm.nih.gov/pubmed/32498728$$D View this record in MEDLINE/PubMed
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ContentType Journal Article
Copyright International Psychogeriatric Association 2020
2020 International Psychogeriatric Association 2020
International Psychogeriatric Association 2020. This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at: https://uk.sagepub.com/en-gb/eur/reusing-open-access-and-sage-choice-content
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Issue 1
Keywords cognitive function
reading
education
Language English
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This study examined the effect of daily life reading activity on the risk of cognitive decline and whether the effect differs regarding education levels. A...
Objective:This study examined the effect of daily life reading activity on the risk of cognitive decline and whether the effect differs regarding education...
This study examined the effect of daily life reading activity on the risk of cognitive decline and whether the effect differs regarding education...
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StartPage 63
SubjectTerms Activities of Daily Living
Aged
Aged, 80 and over
Aging
Cognition
Cognitive ability
Cognitive Dysfunction - prevention & control
cognitive function
Cognitive functioning
Cognitive impairment
Dementia
Discussion groups
Education
Exercise
Female
Humans
Interaction terms
Leisure
Longitudinal Studies
Male
Older people
Original
Original Research Article
Outdoor activities
Physical fitness
Polls & surveys
Questionnaires
Reading
Recreation
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Title Reading activity prevents long-term decline in cognitive function in older people: evidence from a 14-year longitudinal study
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