AL in Elementry School

Prichard , A. & J. Taylor. (1978). Suggestopedia applied to elementary reading instruction. The Journal of Suggestive-Accelerative Learning and Teaching, 3 (4), 243-247.

Taylor and Prichard taught remedial reading beginning in 1974 with Accelerated Learning. The results of their study showed that 16 out of 20 participants(80%) had gained a year or more on the Sprache oral reading subtest. Fifteen to 20 participants (75%) gained a year or more on the Sprache silent reading subtest, and 9 of 20 participants (45%) gained a year or more on the Sprache word recognition test. When these scores were compared with children’s ability to relax and visualize, it was found that those who were able to relax and visualize the best gained 1.55 on silent reading, 1.83 on oral reading, and .01 on word recognition (Prichard & Taylor, 1978).In conclusion, Prichard and Taylor’s studies (1978.1980) showed that students averaged four-month gains per month of instruction in one-semester programscarried out between 1974-1977. In a similar study, Schuster and Vincent (1980) found that learning disabled students gained over two years in standardized reading test scores in one school year.

Applegate, R. L and Jensen, M. C. (1983). Accelerated Learning Potential: Classroom Scripts, Paradise , CA : Paradise Unified School District .

Applegate and Jensen reported on the results of an ESEA Title IV-C Project in the Paradise School District , funded by the state of California for two years. The project applied Accelerated Learning techniques in regular and special education classrooms, grades 2-6, with students ranging in ability from learning disabled to gifted and talented. First year results showed that on standardized testing with the California Achievement Test, Accelerated Learning students averaged a much higher gain (x=46.88) than did control students (x=33.42). These results are significant at the .01 level. With one exception, all Accelerated Learning teachers showed gains exceeding those of the corresponding control group, gaining over 1 ½ times as much as control classes.  

Second year results were similar to the first year results. Reading and math scores showed significant increases in academic learning. In some cases, students gained up to nearly twice as much in Accelerated Learning classrooms. In addition, holistically scored composition tests demonstrated significant improvement in writing and composition for students in project classes.

Behavioral data from the first and second years showed Accelerated Learning methods significantly reduced behavioral problems, decreased the incidence of maladaptive behaviors and effectively improved time on task in the classroom. Finally, Accelerated Learning teachers continued to demonstrate high levels of confidence, self-regulation and classroom control.

Although Applegate and Jensen shared a number of teacher and student comments from their subjective evaluations, two of them, in particular seemed to capture the essence of this program, one from a teacher and one from a 10-year-old student. The teacher said: “ I have been teaching for over 15 years. I believe that the system brings together that which we know works in a classroom”. The 10 year old student said: “I like to do Accelerated Learning because when I feel that I can’t do something I find out I can do it. My brain thinks I can and it relaxes and I learn that I can learn. ”

Oelklaus (1999). Interview with Melva Matkin, Principle of Georgio Esparza
Accelerated Elementary School , San Antonio , TX pp 1-9.

Gregorio Esparza Accelerated Elementary School is another school, which has successfully incorporated the principles of Accelerated Learning into their teaching. The principal Melva Matkin explained that the program incorporated the 10 principles espoused by the international organization for Accelerated Learning. When Matkin arrived at Esparza in 1989, she found that the “whole school was two levels below their grade-level peers”. She began working with her staff of teachers to empower them towards change. They adopted the Accelerated Schools model and teaching methods over 2 years.

Since the introduction of the model in 1992, Esparza elementary has seen a steady rise in test scores. On the Texas Assessment of Academic Skills (TAAS), students’ scores have continued to rise each year. In the school year 98-99 the percentage of students passing the TAAS in the 3 rd, 4 th, and 5 th grade reading equaled 81,85,88%. Math scores for each grade were 86, 85, and 92 % respectively, and writing scores were (4 th grade only) at 91%.

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