To increase teachers' sensitivity to their students' learning styles, this paper points out some behavioral characteristics displayed by many right-hemispheric children. Additionally, the distinction between children who are either "part perceivers" or "whole perceivers" is explained. Functions of brain parts as well as several remedial, multisensory approaches designed to help the severely disabled reader are briefly described, and suggestions are offered for teaching children having weak language skills and favoring the visual learning modality. In conclusion, some ways that teachers can effectively instruct children with different hemispheric preferences are indicated. (RH)