This paper presents findings from a project to identify and pilot the most appropriate forms of learning support for students with specific learning difficulties. The specific focus is dyslexia among adult basic education students. The document suggests first that the tutor's awareness of specific learning difficulties be developed through background information in written language processing and learning to collect a history/profile through student interviews. A checklist of features common to dyslexic students is provided. A diagnostic method is then based on a miscue analysis of the student's reading, an error analysis of the student's spelling in a dictation, and an analysis of the student's free writing. Two approaches to developing learning support for students with specific learning difficulties are discussed: setting up specialist learning support classes and working within literacy classes. The importance of establishing a spelling program is also addressed. A brief summary is then provided of the main points that emerged as learning strategies were developed in the areas of handwriting, writing, and reading and study skills. Practical ideas are offered for establishing a learning support class and providing learning support within literacy classes. (YLB)