The US Census Bureau estimates large numbers of adult English Language Learners (ELLs) in the US, of which only a fraction is enrolled in Adult English for Speakers of Other Languages programs. Many of these learners are emergent readers in their first language (L1) making the development of literacy in a target language challenging, yet high literacy skills are critical in accessing family-sustaining wages. Two challenges adult ESOL educators face are that 1) second language acquisition theory is predicated upon learners being able to transfer their L1 literacy skills to the target language, and 2) much of the research on building literacy skills is based on learning in L1. This leaves educators serving adult ELLs, who are emergent readers in their L1, having to adapt evidenced-based reading strategies and rely on trial and error to learn what works with this population. This study attempted to provide a mechanism for professional learning to help build teachers' capacity and knowledge in delivering evidenced-based reading instruction (EBRI) in L2 for adult learners who are emergent readers in L1. The mechanism, an optional, literacy-focused Professional Learning Community (PLC), included a structure by which teachers would 1) engage with research on EBRI to build their knowledge, 2) discuss the application of the learning given their context of adult ELLs, many of whom are emergent readers in their L1, and 3) analyze formative assessment data to understand learner progress and make instructional decisions. While teachers reported progress in building their knowledge of EBRI practices and recording learners' successes in meeting reading comprehension objectives, they lacked a centralized system to track student learning. Strong data systems are a critical component of a consistently productive PLC. Effective measurement to support teachers' practice as they apply and modify EBRI to match their context of adult ELLs who are emergent readers is needed to measure what is and is not working. Where these systems do not exist, this teacher-focused activity can build demand for institutional capacity for effective and appropriate data analysis systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]