Learning strategies in education which are promoted and encouraged in the classroom are based on what is known about how learning takes place. How learning takes place is a question which has occupied the efforts of educational psychologists and others since time immemorial and continues until today. Yet the answers still elude theorists and practitioners, so research efforts persist. In spite of what has been discovered about how learning takes place, everywhere there are students who fail to achieve their full potential ?Therefore it seems clear that those theories which are applied successfully to a certain population of students do not apply to those students who do not succeed. ?It would appear then that there are other theories to be discovered with respect to the way the individual learns and that will be the focus of this paper. According to Robert E. Slavin (2009) learning is usually defined as a change in an individual caused by experience. ?This would suggest that learning takes place as a natural phenomenon as long as the human organism is exposed to a stimulating environment which may or may not include social interaction. ?Environments are many and varied and the environment to which an individual learner is exposed produces varied results, with respect to the amount and level of knowledge which is acquired. ?This paper will focus on the formal school environment where so often the individual student fails to achieve his full potential, although there are significant numbers of students who do just that. Personal experience in teaching Reading to remedial students suggests that learners with mixed or right hemisphere dominance suffer in the formal school environment because their learning needs are not recognized. This paper will address these learning needs.