Authors : B. Brahmalin Pati; Maman Deb; Jyoti Sankar Pradhan

Volume/Issue : Volume 11 - 2026, Issue 7 - July

Google Scholar : https://tinyurl.com/ybc4aaa3

Scribd : https://tinyurl.com/3n3kt9m2

DOI : https://doi.org/10.38124/ijisrt/26jul990

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Foundational Literacy and Numeracy (FLN) has emerged as a major educational priority in India because early acquisition of literacy and numeracy skills shapesthe basis for lifelong learning, cognitive development, and future academic success. Despite improvements in school enrolment and policy initiatives such as the National Education Policy (NEP) 2020 and the NIPUN Bharat Mission, disparities in foundational learning continue to persist among children from different socioeconomic backgrounds. The present review examines how socio-economic conditions influence children's foundational literacy and numeracy development in the Indian context. The study adopted a systematic review-based approach using secondary sources of data. Relevant literature was collected from peer-reviewed journal articles, government reports, policy documents, educational surveys, and institutional publications accessed through databases such as Google Scholar, ERIC, Scopus, SpringerLink, web of Science, ScienceDirect, and JSTOR. A total of 110 records were initially identified, of which 42 studies and policy documents published between 2020 and 2025 met the inclusion criteria and were selected for analysis. The collected literature was examined through thematic analysis to identify major socio-economic factors associated with FLN outcomes. The review highlights a consistent association between socio-economic background and foundational learning achievement. Children from socio-economically advantaged families generally benefit from better educational resources, supportive home learning environments, and greater parental involvement, which contribute positively to literacy and numeracy development. In contrast, poverty, low parental literacy, limited learning resources, and inadequate educational support often restrict learning opportunities for disadvantaged children. Parental education, family income, occupation, and home learning practices emerged as key factors influencing children's foundational learning experiences. The review underscores the need for equitable educational opportunities, stronger parental engagement, improved learning environments, and targeted support for disadvantaged learners to achieve inclusive and sustainable FLN outcomes in India.

Keywords : Foundational Literacy, Foundational Numeracy, Foundational Literacy and Numeracy (FLN), Socio-Economic Background, Home Learning Environment, NIPUN Bharat Mission, National Education Policy 2020.

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