Multiple Indicator Cluster Survey MICS3 (2007), Nigeria
Third round
Nigeria, 2007
Get MicrodataCreated on
Oct 18, 2010
Last modified
Dec 02, 2013
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Can read part of the sentence (Wm14)
Data file: MICS3 Women data
Overview
Valid:
16276
Valid (weighted):
14809.812
Invalid:
10817
Invalid (weighted):
9756.374
Minimum:
1
Maximum:
9
Type:
Continuous
Decimal:
0
Start:
42
End:
42
Width:
1
Range:
-
Format:
Numeric
Weighted variable:
V1370
Questions and instructions
Question pretext
WM13 Check WM11:
Secondary or higher then, Go to Next Module
Primary or non-standard curriculum. then Continue with WM14
Secondary or higher then, Go to Next Module
Primary or non-standard curriculum. then Continue with WM14
Literal question
WM14 Now I would like you to read this sentence to me.
Cannot read at all 1
Able to read only parts of sentence 2
Able to read whole sentence 3
know sentence in required language 4
(specify language)
Blind/mute, visually/speech impaired 5
Cannot read at all 1
Able to read only parts of sentence 2
Able to read whole sentence 3
know sentence in required language 4
(specify language)
Blind/mute, visually/speech impaired 5
Categories
| Value | Category | Cases | Weighted | |
|---|---|---|---|---|
| 1 | Cannot read at all | 12626 | 11281 |
76.2%
|
| 2 | Able to read only parts of sentence | 2371 | 2343 |
15.8%
|
| 3 | Able to read whole sentence | 789 | 735 |
5%
|
| 4 | Required language | 472 | 433 |
2.9%
|
| 5 | Blind/visually impaired | 17 | 18 |
0.1%
|
| 9 | Missing | 1 | 1 |
0%
|
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.
Interviewer instructions
To ascertain whether women are literate or not, you will be showing women with interview cards with pre-printed sentences on them, and asking women to read them. Note that this question will be asked only to women who have not attended school, or did not attend school beyond the primary level. We assume that women who have attended secondary school or higher are literate. However, it is also known that some women who have attended or even completed primary school may be functionally illiterate. Therefore, we need to ask this question to such women.
Based on your knowledge of the respondent, choose the card with the language in which the respondent is likely to be able to read if she is literate. Show the first sentence on the card to the respondent. Give the respondent enough time to read the sentence; do not rush her. If the respondent cannot read the whole sentence, probe: "CAN YOU READ PART OF THE SENTENCE TO ME?"
Record whether the respondent was not able to read the sentence at all, was able to read only parts of the sentence, or was able to read the whole sentence. If the respondent asks for the sentences in another language and you were provided a card with sentences in that language, show the respondent the appropriate card. If there is no card with sentences in the language required, circle '4', and specify the language. If the respondent is blind/mute or visually/speech impaired, circle '5'.
It is important to avoid the problem of having other respondents in the household overhear the sentence being read. Subsequent respondents in the household might be able to repeat the sentence when they are interviewed, even if they are unable to read. If there is a second eligible woman in the household, show her the second sentence on the card. Show the third respondent the third sentence on the card, and the fourth respondent the fourth sentence. If there are more than five respondents, start again with the first sentence on the card.
Based on your knowledge of the respondent, choose the card with the language in which the respondent is likely to be able to read if she is literate. Show the first sentence on the card to the respondent. Give the respondent enough time to read the sentence; do not rush her. If the respondent cannot read the whole sentence, probe: "CAN YOU READ PART OF THE SENTENCE TO ME?"
Record whether the respondent was not able to read the sentence at all, was able to read only parts of the sentence, or was able to read the whole sentence. If the respondent asks for the sentences in another language and you were provided a card with sentences in that language, show the respondent the appropriate card. If there is no card with sentences in the language required, circle '4', and specify the language. If the respondent is blind/mute or visually/speech impaired, circle '5'.
It is important to avoid the problem of having other respondents in the household overhear the sentence being read. Subsequent respondents in the household might be able to repeat the sentence when they are interviewed, even if they are unable to read. If there is a second eligible woman in the household, show her the second sentence on the card. Show the third respondent the third sentence on the card, and the fourth respondent the fourth sentence. If there are more than five respondents, start again with the first sentence on the card.
Question post text
Write out any of the sample sentences to respondent either in English or local language. If respondent cannot read whole sentence, probe:
CAN YOU READ PART OF THE SENTENCE TO ME?
Example sentences for literacy test:
1. The child is reading a book.
2. The rains came late this year.
3. Parents must care for their children.
4. Farming is hard work.
CAN YOU READ PART OF THE SENTENCE TO ME?
Example sentences for literacy test:
1. The child is reading a book.
2. The rains came late this year.
3. Parents must care for their children.
4. Farming is hard work.