A survey of 40 school personnel responsible for remedial and special education in Nevada school districts was conducted to determine diagnostic tools and remedial programs for students with dyslexia and other learning problems. Major findings included the following: that 86.5% of school districts have a systematic process for identifying students with learning problems; that the most common identification measures are an achievement battery followed by teacher ratings and individual intelligence tests; that 51.4% of respondents said students with learning problems were not receiving needed services; that more respondents in rural than urban areas reported students in need of services; that 75.7% believed a wide selection of tests should be available for diagnostic purposes; and that all respondents believed teachers needed a wide selection of instructional approaches to coincide with individual learning styles and student needs. Recommendations for improvement included inservice for teachers and administrators on effective methodology, a statewide compensatory education program, reduction in class size, increased funding for direct services while improving existing programs, and design of new specific interventions. (DB)