After a brief comment on adolescent development and the problem of underachievement and learning disabilities, the procedures used by the author in the diagnosis of learning difficulties are discussed. The somewhat arbitrary distinction is made between three approaches to diagnosis; neuropsychological assessment, diagnostic reading procedures, and pencil and paper batteries of psychological tests. Some of the conflicting data and opinion on the prognosis for adolescents with learning disabilities is presented, ending on a note of cautious optimism. (Author)