The most basic and fundamental skill for academic success is the ability to read. The purpose of this 1-group pretest and posttest pre-experimental quantitative study was to investigate how a unique instructional approach, called "curriculum in motion" with an emphasis on therapeutic martial arts and Brain Gym exercises influenced reading scores for students diagnosed with attention deficit/hyperactivity disorder (ADHD). The population for the study was from a small, inner-city charter school designed for ADHD students. The Northwest Education Association (NWEA) standardized test was the instrument used to gather reading achievement scores prior to participation in curriculum in motion (nontraditional physical education) and post curriculum in motion. The sample population of approximately 50 male students (age = 13 to = 22 years) diagnosed with ADHD and a reading disorder. The students were from low-income families and lived in an inner-city environment. All participants had a standardized test administrated prior to any school-related physical activity. Approximately 4 weeks after participating in curriculum in motion, the NWEA test was re-administered to the same sample group. A quantitative inquiry utilizing an analysis of variance test was used to yield a comparison of the scores from the NWEA test pre and post curriculum in motion. The Multiple Intelligences Inventory (McKenzie, 2013) and Visual Auditory Kinesthetic Learning Styles (Clark, 2004) surveys were given to participants to determine not only their personal learning styles, but also whether curriculum in motion had a greater impact on learning styles. A one-way analysis of variance with a Tukey's honestly significant difference post hoc test was used to compare kinesthetic students' and visual/auditory students' reading scores upon completion of curriculum in motion. The data were compiled to determine how and to what degree reading scores changed as a result of participating in curriculum in motion. The results showed there is no statistical difference between the pretest and posttest NWEA scores for students with ADHD but reading scores did increase for ADHD students participating in curriculum in motion. However, when comparing reading scores between visual-auditory and kinesthetic learners the results showed scores for ADHD non-kinesthetic learners increased as a result of curriculum in motion but ADHD kinesthetic learners did not have the same positive affect. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]