The role of the right hemisphere of the brain in learning is examined, and the possibility of using visuals to improve verbal learning in right brain dominant learning disabled students is suggested. Approaches to stimulate oral language production, aid in the recall of written language, and achieve organizational style in writing through arranging visuals in a sequence of pictures are discussed. Transition words and elements are said to help students form continuity between ideas. It is explained that teachers can arrange visuals to achieve three general organizational patterns in writing: sequential, descriptive, and comparative/contrastive. Ideas for promoting each of the three general organizational patterns are given. (CL)