{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,28]],"date-time":"2026-04-28T02:14:59Z","timestamp":1777342499550,"version":"3.51.4"},"reference-count":32,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2020,8,12]],"date-time":"2020-08-12T00:00:00Z","timestamp":1597190400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2021,2]]},"abstract":"<jats:p>Literacy difficulties are often reported by adults with experience of homelessness. Yet, research on their learning experiences and clarity on how best to support this group is lacking. The present study explored the experience of homeless literacy learners (HLLs) and asked what motivated them to engage with literacy support and the teaching\u2010related factors perceived to be most effective. Semi\u2010structured interviews were conducted with 10 HLLs (aged 31\u201368) engaged in literacy provision at a homelessness charity in the United Kingdom. Thematic analysis of the data revealed five key themes: challenging early experiences; barriers to improving literacy; the perceived impact of poor literacy; current motivation to improve literacy; and approaches that support literacy in adulthood. A significant majority of HLLs reported early traumatic learning experiences and 7 out of 10 (70%) disclosed a diagnosis of dyslexia. Specialist dyslexia support was reported to help HLLs feel understood and positive relationships with teachers helped self\u2010esteem and self\u2010efficacy related to their literacy learning. Recommendations are made for specialist teachers to be made more readily available to support HLLs, as well as to advise service providers and professionals engaging with adult learners with experience of homelessness across the sector.<\/jats:p>","DOI":"10.1002\/dys.1664","type":"journal-article","created":{"date-parts":[[2020,8,13]],"date-time":"2020-08-13T06:35:05Z","timestamp":1597300505000},"page":"79-93","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Overcoming the hurdles: Understanding motivation and supporting adult learners with poor literacy and dyslexia in the homelessness sector"],"prefix":"10.1002","volume":"27","author":[{"given":"Kat","family":"Goodacre","sequence":"first","affiliation":[{"name":"Department of Psychology and Human Development UCL Institute of Education, University College London  London UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9196-7713","authenticated-orcid":false,"given":"Emma","family":"Sumner","sequence":"additional","affiliation":[{"name":"Department of Psychology and Human Development UCL Institute of Education, University College London  London UK"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2020,8,12]]},"reference":[{"key":"e_1_2_9_2_1","unstructured":"Adult Literacy and Numeracy Initiative. 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