Development of Foundational Literacy and Numeracy Skill among Primary School Students: Theoretical Analysis of Gender and Parental Role
Partha Sarathi Mallik
*
Gangadhar Meher University, Odisha, India.
Pradeep Suna
MRIP, Govt. of Odisha, India.
*Author to whom correspondence should be addressed.
Abstract
Lower-level Foundational literacy and numeracy skills among primary students is a global concern of educational policy framers, researchers and teachers due to their positive implication for individual student’s academic progression, employment opportunity and national progress. Although research literature is enriched with findings of cognitive and institutional perspective of FLN skill of student but influence of child’s gender and parental role is less focused, more specifically how these social demographical factors affect development of foundational literacy and numeracy skills among students. In this thematic paper, attempt has been made to propose on hypothetical model about role of gender and parents for child’s foundational literacy skill development, from the existing literature. This model can be used to understand social perspective of differential FLN skill among students.
Keywords: Foundational literacy, foundational numeracy, gender differences, parental role, earning poverty, socioeconomic status, educational inequality