The present study aimed to test the effectiveness of using accelerated learning model in linguistic patterns and retention of learning of basic fourth grade students, to ensure this, the study adopted a semi-experimental approach based on the design of the experimental and control groups. The experimental group (N=30), which was taught according to accelerated learning model and a control group (N=29) which was taught in the conventional method. Both groups were taught for (8) weeks during the second semester of the academic year 2017/2018. In order to achieve the study objectives, the teacher's guide was prepared according to the accelerated learning model and was presented to a group of arbitrators. The study instrument was an achievement test in linguistic patterns. Moreover, It was validated by presenting it to a group of arbitrators. Cronbach alpha was used to check the reliability of the test was (0.80). The results of the study indicated that there were statistically significant differences at the significance level (a = 0.05) between experimental and control group in favor of experimental group. In Addition, the study findings showed that there were statistically significant differences at the significance level (a = 0.05) in the delayed achievement test to measure the retention of the learning patterns effect for the experimental group. Therefore the study recommends that provide training courses for teachers and supervisors in accelerate learning steps to apply it in the classroom. The researcher also suggested conducting a study of the effectiveness of accelerated learning spelling patterns and other language skills such as reading and listening.