Age, Period, and Cohort Effects on Literacy Skills across Life Stages

Abstract Literacy skills are essential adult competencies for economic, social, political and cultural participation, which are linked to higher quality of life. Literacy skills are known to be lower for older age groups. However, relatively little is known about cohort and period effects, which provide clues to the sociohistorical impacts on literacy, in addition to the well-known age effects, over the life course. This study analyzed three nationally representative cross-sectional survey data of the U.S. adults at five time points, from the 1994 International Adult Literacy Survey (IALS), 2003 Adult Literacy and Life Skills Survey (ALL), and the 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC). The total analytic sample was 17,450 adults age between 18 and 65 years old. The literacy measures were re-scaled (0-500 points) to be comparable across the surveys. An age-period-cohort hierarchical linear model (i.e., cross-classified random effects model) was constructed using the Bayes estimator. Individuals were cross-classified based on 14 five-year birth cohort and 5 periods (survey years) information. Results showed that literacy skills improved [95% credibility-interval (CI) for linear effect of age = (0.31, 1.07), but the rate of improvement declined over time, faster rates of decline in later life stages [95% CI for quadratic effect of age = (-0.17, -0.09)]. Additionally, the notable variability across the cohorts and periods [95% CI variances = (5.34, 52.52) and (2.30, 172.01), respectively] were identified. Possible explanations for the identified age, period and cohort effects on literacy and implications for adult competencies in later life are evaluated.

to identify sensitive topics, 4) interview question design, selection and order, and 5) expanding life story work across diverse communities.Discussion will highlight the importance of protecting the emotional well-being of marginalized communities by identifying potential underlying traumas that could impact the safe delivery of otherwise effective life story interventions.

WHERE ARE ALL THE MEN? A REVIEW OF THE BAR-RIERS AND FACILITATORS TO PARTICIPATION IN HEALTH PROMOTION INTERVENTIONS
Britteny Howell, 1 Sage Corbett, 1 and Jennifer Peterson, 2 1.University of Alaska Anchorage, Anchorage, Alaska, United States, 2. University of Alaska Fairbanks, Fairbanks, Alaska, United States Research shows that men in the U.S. experience significant morbidity and earlier mortality than women and are less likely to access, interpret, and apply health information to improve their outcomes.Although evidence-based health promotion programs have proven successful at increasing healthy lifestyle behaviors and reducing morbidity among older adults, older males are still significantly less likely to enroll and sustain participation in such health interventions.While studies have shown the barriers and facilitators to older adult participation in health programs in general, it is largely unknown why older male recruitment and participation in health promotion interventions remains so low.In this poster presentation, we conducted a thorough review of the last 20 years of existing research across a variety of academic search databases to outline the barriers, facilitators, and recommendations for increasing older male participation in health promotion programs.Of 1,194 initial search results, 383 article abstracts were thoroughly screened for inclusion, and 26 articles met all inclusion criteria.Included studies were coded and analyzed using Grounded Theory and reveal that masculine gender roles, as well as program scope, environment, and gender of the instructors and other participants, were important factors for male participation.Interventions should include men in all aspects of program planning and implementation, take into account men's existing relationships and interests to create gender-sensitive programming, and clearly delineate the benefits to participation.Lastly, the field of public health would benefit by helping to normalize men's participation in health promotion interventions.

AGE, PERIOD, AND COHORT EFFECTS ON LITERACY SKILLS ACROSS LIFE STAGES
Takashi Yamashita, 1 Thomas Smith, 2 and Phyllis Cummins, 3 1.University of Maryland,Baltimore County,Baltimore,Maryland,United States,2. Northern Illinois University,DeKalb,Illinois,United States,3. Miami University,Oxford,Ohio,United States Literacy skills are essential adult competencies for economic, social, political and cultural participation, which are linked to higher quality of life.Literacy skills are known to be lower for older age groups.However, relatively little is known about cohort and period effects, which provide clues to the sociohistorical impacts on literacy, in addition to the well-known age effects, over the life course.This study analyzed three nationally representative cross-sectional survey data of the U.S. adults at five time points, from the 1994 International Adult Literacy Survey (IALS), 2003 Adult Literacy and Life Skills Survey (ALL), and the 2012/2014/2017 Program for International Assessment of Adult Competencies (PIAAC).The total analytic sample was 17,450 adults age between 18 and 65 years old.The literacy measures were re-scaled (0-500 points) to be comparable across the surveys.An age-period-cohort hierarchical linear model (i.e., cross-classified random effects model) was constructed using the Bayes estimator.Individuals were crossclassified based on 14 five-year birth cohort and 5 periods (survey years) information.Results showed that literacy skills improved [95% credibility-interval (CI) for linear effect of age = (0.31, 1.07), but the rate of improvement declined over time, faster rates of decline in later life stages [95% CI for quadratic effect of age = (-0.17,-0.09)].Additionally, the notable variability across the cohorts and periods [95% CI variances = (5.34,52.52) and (2.30, 172.01), respectively] were identified.Possible explanations for the identified age, period and cohort effects on literacy and implications for adult competencies in later life are evaluated.Physical activity has known associations with lower stress and improved well-being.These studies often include samples from one developmental phase at a time, which is helpful for researchers in those developmental areas, but less informative for identifying predictors of health and well-being across the lifespan.The current study examined whether protective aspects of physical activity (steps) on stress and mood worked similarly in widely different age cohorts.We also examined these relationships at the daily level, as opposed to global/ macro levels.Participants (n = 119, 67% female) were 44 adolescents between 13-18 years (Mage (SD) = 15.73 (1.48) years, 57% female) and 77 middle-aged/older adults between 55-76 years (Mage (4.97) = 59.67, 74% female).They self-reported global life satisfaction and demographic characteristics at baseline and completed ecological momentary assessments (three per day for three consecutive days, across six measurement bursts, each spaced two weeks apart) via smart phones, reporting on their mood, stressor exposures/types, and end-of-day pedometer step count.Multilevel models showed that daily steps had protective effects against social network stressors on both daily mood and life satisfaction, such that more steps weakened the negative relationship between network-related stressors, mood, and life satisfaction.This protective effect was uniform for both older and younger adults, and across boys/men and girls/women.Overall, the present study suggested the importance of physical activity, even that of general step count, on buffering daily stress on daily mood and general life satisfaction for participants at multiple phases of the lifespan.

DEPENDENCY, MORTALITY, INVISIBILITY: LINKING CHILDHOOD DISABILITY WITH LIFE COURSE HEALTH OUTCOMES
Jessica Hoyle, James Laditka, and Sarah Laditka,

University of North Carolina at Charlotte, Charlotte, North Carolina, United States
People who experienced disability in childhood are living longer.It is not clear if longer lives indicate better health and less dependency, or if longer life is accompanied by increased dependency.We addressed that question by studying the joint dynamics of mortality and dependency.This population is "invisible" in most national surveys, which do not ask about childhood disability.We evaluated special education history as an indicator of childhood disability, and used that indicator to estimate dependency and life expectancy throughout adult life.Data: Panel Study of Income Dynamics and the Health and Retirement Study (n=20,563).Activities of daily living (ADLs), instrumental ADLs, and cognition defined five functioning levels including dependency and death.Multinomial logistic Markov models estimated probabilities for transitioning among the levels, with or without a history of childhood disability, adjusted for demographics.We used the probabilities in microsimulations, creating large populations of completed lives, identifying dependency at each age for each individual.Analysis showed special education history was a valid indicator of childhood disability; 13% had such history.With parent education less than high school, remaining life at age 20 was 46.0 years for people with that history, 58.3 for others; corresponding results with parent's bachelor's degree: 48.3 and 60.7 (p < 0.05).Corresponding population percentages dependent 5+ years were: 15.2% and 3.8%, 13.1% and 3.8% (all p<0.05).Special education history can indicate childhood disability.People with that history had significantly more dependency than others, and shorter lives.Accommodations and interventions can improve their health and functioning.Older individuals may have discrepancies between selfreported and performance-based abilities on activities of daily living (ADL).We examined objective and self-reported fine motor abilities (FMA).FMA are required for many ADLs, but are examined less frequently than gross-motor tasks in this population.We used two waves of the population-based OCTO-Twin study including mono-/dizygotic Swedish twins, aged 80+.One twin was randomly selected for analyses (baseline N=262; wave 2 N=198; Meanage =83.27;SDage=2.90;66.4% female).Participants self-reported their ability to manipulate things with hands (cannot do, some problem, no problem) and completed a timed FMA assessment including five everyday tasks (e.g.inserting a key in a lock).Slow performance was coded as 1+ SD from the mean (=80+ seconds).At baseline, 65.8% of slow performers reported 'no problems' with hand manipulation.Over two waves (two years), a two-factor ANOVA (including slowness-by-perception interaction) supported a significant difference in total motor

DISCREPANCIES IN OBJECTIVE AND SUBJECTIVE FINE MOTOR ABILITIES IN OCTOGENARIANS
Daniel Fleming, 1 Yin Liu, 1 Myles Maxey, 2 Elizabeth Braungart Fauth, 1 and Troy Beckert, 2 1. Utah State University, Logan, Utah, United States, 2. Utah State University, Utah State University, Utah, United States