Literacy-based normative data for low socioeconomic status African Americans

Abstract

Clinical neuropsychology relies on the use of appropriate test norms. Normative studies frequently stratify based on age, education, sex, and race. None to date has reported norms based on literacy, despite the substantial evidence that literacy impacts cognitive functioning. Some researchers have suggested that literacy is a more accurate reflection of academic achievement and quality of education than years of education, particularly for African Americans. The current study provides literacy-based normative data for multiple neuropsychological measures based on a sample of predominantly low socioeconomic status African Americans. These normative data should improve the diagnostic accuracy of performances by African-American clients with similar demographic backgrounds.

Keywords:

• Education
• Ethnicity
• Illiterate
• Neuropsychological testing
• Reading.

Acknowledgment

The National Institute on Aging Intramural Research Program of the National Institutes of Health supported this research.