Institut de Statistiques et d’Études Économiques du Burundi (ISTEEBU), Ministère de la Santé Publique et de la Lutte contre le Sida [Burundi] (MSPLS), et ICF International., Minnesota Population Center
108) Now I would like you to read this sentence to me.
SHOW CARD TO RESPONDENT.
IF RESPONDENT CANNOT READ WHOLE SENTENCE, PROBE: Can you read any part of the sentence to me?
CANNOT READ AT ALL 1
ABLE TO READ ONLY PART OF SENTENCE 2
ABEL TO READ WHOLE SENTENCE 3
NO CARD WITH REQUIRED LANGUAGE (SPECIFY LANGUAGE) 4
BLIND/VISUALLY IMPAIRED 5
Reads easily/whole sentence
Reads with difficulty/part of sentence
No, cannot read
Not ascertained (blind or diff. language)
No card with required language
Blind or visually impaired
NIU (not in universe)
Warning: these figures indicate the number of cases found in the data file. They cannot be interpreted as summary statistics of the population of interest.
LITBRIG serves as a bridging variable between two approaches to collecting information on literacy. Initially, respondents were asked, "Can you read a letter or newspaper easily, with difficulty, or not at all?" In many countries, persons with secondary or higher levels of schooling were presumed to "read easily," but coding criteria varied across countries.
Beginning with Phase 4 of the DHS, persons with less than secondary school education were asked to demonstrate their literacy level by reading aloud a sentence on a card and were classified as "cannot read at all," "able to read only parts of sentence," and "able to read whole sentence." As before, those with secondary or higher schooling were presumed to have attained the highest literacy level.
LITBRIG combines information from the first approach of asking about literacy (in LIT1 [V108]) and the second approach of testing literacy based on reading a sentence aloud (in LIT2 [V155]).