The accelerated learning techniques include "relaxation and concentration techniques (such as those originally part of Suggestopedia)" that "can greatly alleviate stress and fatigue and improve student's confidence, concentration and memorization capabilities" (Bancroft, 1995).Bancroft identified the techniques that are found to be effective; relaxation and visualization exercises, TPR strategies, choral chanting and role-playing for regular language classes and listening to relaxation tapes, specially prepared vocabulary tape for home study. All these exercises involves preliminary trainings such as "physical and mental exercises, breathing exercises, outer and inner concentration (or visualization) exercises, the Sophrology memory training system and as adaptation of the original session in Suggestopedia" (Bancroft, 1995).The author believes that it is the student's concentration which is in dire need of attention. With this realization, the yogic memory training elements should be incorporated into the language class whenever possible. This will be most effective is done together with elements of communication-based or language-acquisition approaches.Baenan, Yaman and Lindblad conducted study,...
On the other hand, "the high school program was designed to support students at risk of not meeting graduation requirements" (Nancy Baenan, 2002).
The study employed both quantitative and qualitative analyses although bulk of the study is descriptive in nature. The study used regression analysis to establish the effectiveness of the program to the students' progress. The study specifically looked on the underlying factors that affect the effectiveness of the program such as race, gender and other student's characteristics.
The figures showed impressive results about the program. A survey of the K-2 literacy teachers, specifically about two-thirds of them revealed that "ALP was a good way to improve literary skills for struggling students" and that "it is better than what they used in the past" (Nancy Baenan, 2002). The result for grades 3-8 was also excellent. Some of the specific results are: "students in grade 3-8 scoring in Level I and Level II have shown improved growth since ALP began" and "fewer students also dropped from grade-level to below-grade-level achievement from about 6% to 4.5%" (Nancy Baenan, 2002). However, for those at grades 9-12, the effect of ALP was not substantial as it was observed that those who did not undergo ALP training were equally likely to pass the test (Nancy Baenan, 2002).
The paper of Swanson and Finnan points out the broad scope that the accelerated learning approach can take. Unlike the approaches for gifted children, the accelerated learning approach can benefits all students: the high achievers, the low achievers and the middle. This makes the acceleration program differ from "'speeding up or moving more quickly,' which typically refers to approaches reserved for students labeled as gifted or low