The purpose of this thesis focused on a literature curriculum designed to improve reading comprehension through the stimulation of the right hemisphere of the brain. A case study of this curriculum development effort involved a third-grade student from a local public 2 school. He was a part-time Specific Learning Disability student with weaknesses in visual organization, visual concentration, and reading comprehension. A time span of six weeks was dedicated to increasing the child's reading comprehension within a literature framework through the use of right-brain stimulants, specifically, color and visualization. The Gates-MacGinitie Reading Test, Level C, administered at the conclusion of the instructional sessions, and teacher observation provided the evaluation of the curriculum. Results of the study proved inconclusive. Further field study was recommended.