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-related factors perceived to be most effective. Semi-structured interviews were conducted with 10 HLLs (aged 31-68) 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-esteem and self-efficacy 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.

中文翻译：

---

克服障碍：了解动机并为无家可归部门的识字能力和阅读困难的成年学习者提供支持。

有无家可归经验的成年人经常报告识字困难。然而，缺乏关于他们的学习经验的研究，以及如何最好地支持该群体的明确性。本研究探讨了无家可归的扫盲学习者（HLL）的经验，并询问是什么促使他们参与扫盲工作，以及被认为是最有效的与教学相关的因素。在英国的一个无家可归慈善机构中，对10位参与扫盲工作的HLL（年龄在31-68岁之间）进行了半结构化访谈。数据的主题分析揭示了五个关键主题：具有挑战性的早期经验；提高识字的障碍；识字能力差带来的明显影响；当前提高识字率的动机；以及支持成人扫盲的方法。绝大多数HLL报告了早期创伤学习经历，十分之七（70％）表示诊断为阅读障碍。据报道，有专门的诵读困难者支持，以帮助高级学习者感到被理解，与教师的积极关系有助于与他们的识字学习相关的自尊和自我效能感。提出了一些建议，使专家教师更容易获得支持HLL的服务，并为服务提供商和与成人学习者互动的专业人士提供咨询服务，这些学习者在整个行业中都无家可归。