Abstract
<p>Aim: To establish the feasibility and acceptability of implementing the WordsWorthLearning© (WWL) literacy programme with adults who are experiencing homelessness.Method: The study used a mixed methods design. Thirteen learners and 8 support staff took part in the intervention over a one-month period. Indicative effectiveness was examined comparing individual literacy levels pre- and post-intervention. Learner outcome measures included the Adult Reading Test- 2 (ART), The Single Word Reading Test (SWRT) from the York Assessment of Reading for comprehension, and The Vernon Graded Word Spelling test (GWST). Process data were gathered using individual interviews to determine intervention acceptability in practice, and to identify factors that would improve successful future implementation. Acceptability data were analyzed with reference to the theoretical framework of acceptability (TFA-2).Results: Exploratory analysis showed a significant increase in mean reading accuracy (p= .039, +2 standard score); single word reading (p=.014, +.66 years); and spelling (p=.0087, +.84 years) post-intervention. Differences in reading speed, writing speed and comprehension were not significant. All seven component constructs of the TFA were addressed in the qualitative data (Affective attitude, Burden, Ethicality, Intervention coherence, Opportunity, Perceived effectiveness, and Self-efficacy). Despite initial apprehension, learners and staff were extremely positive about the programme. They appreciated the supportive/ safe space created by the interventionist and valued the structure of the teaching approach. Overall, staff perceived the programme to be effective, respectful and person-centred.Discussion: Despite a hugely positive experience reported by those involved, some operational and structural challenges were reported by the interventionist. Additionally, she acknowledged the high level of support required when working with learners in this context, particularly those for whom a significant cognitive impairment was apparent. Conclusion/Implications: Although there was considerable individual variation, the majority of learners expressed a significant appetite for learning and made striking progress following this relatively short intervention. Results highlight the potential effects of literacy interventions with adults experiencing homelessness – a group rarely included in intervention research.</p>