Reading roots of resilience: The role of childhood reading environments in closing the educational gap in later-life cognitive functioning.

Abstract

Objectives: While educational achievement is well-established as a key contributor to cognitive reserve and cognitive functioning in later life, the role of early living environments before completing formal education remains underexplored, particularly factors beyond childhood socioeconomic status. This study examines whether childhood reading environments, potentially reflecting a family's scholarly culture, contribute to cognitive health in older ages.

Methods: Drawing on life history data from 72,019 individuals aged 60 and above in the Survey of Health, Ageing and Retirement in Europe (SHARE), we analyze the association between childhood reading environments and later-life cognitive functioning. We also examine whether these early environments mitigate cognitive disparities associated with final educational attainment. Interaction effects between reading environments and early cognitive capabilities (numeracy and literacy) are tested as a robustness check.

Results: Greater access to books at age 10 is significantly associated with higher cognitive functioning in older age, independent of educational attainment and childhood SES. Furthermore, a book-rich environment in childhood partially reduces cognitive disparities associated with lower educational attainment and lower perceived early cognitive capabilities-particularly when compared to peers with medium education and early cognitive capability but limited access to books during childhood.

Discussion: These findings highlight the enduring benefits of a rich childhood reading environment for cognitive health, particularly for individuals with lower educational attainment or cognitive capabilities. Promoting early access to books with a scholarly culture in childhood may serve as an effective intervention to enhance long-term cognitive resilience.