Our purpose at the Institute
is to afford children fuller use of their intellectual powers.

             Studies conducted at the University of California, Berkeley, show that the process of thinking creates both physical and chemical changes in brain cells, evidenced by an increased number of receptor spines per unit-length of cell dendrite and a richer content of ribonucleic acid.

             The Sidney Ledson Institute curriculum is designed to create this same neural enrichment in the minds of ordinary children. Several activities are used to achieve this goal. Traditionally, early reading instruction was the principal method used to assure lofty intelligence. Preschool reading therefore plays a prominent role in the Institute program. The mind-expanding power of the Sidney Ledson reading program is well known and well-documented. However, other intelligence-raising activities used at the Institute are less well known. Here are a few.

Vocabulary growth
             A study of business kingpins found – to everyone’s surprise – that the common trait shared by leaders was neither degrees nor education, but wealth of vocabulary: a trait that permitted the expression of thoughts clearly, concisely, and forcefully. The Institute vocabulary enrichment program uses three complementary games to increase children’s word power and, most important, to assure that word definitions learned are long remembered.

Memory
             Memory, like everything else, is seen to improve with practice. The Ledson Memory Energizer, created for children as young as two, provides an entertaining form of brain gymnastics. Children are shown large symbols selected from a set of twenty-five. The symbols are discussed, and then put away. Later, children are given a sheet displaying all twenty-five symbols and are asked to circle which symbols they saw earlier.

             As children progress, the number of symbols shown increases, as does the time lapse between display and moment of recall. Eventually, children are able to remember correctly more than a dozen symbols displayed earlier, and do so more than a day later.

Determination: the ultimate trait.
             As suggested by the tale of the tortoise and the hare, nothing – but nothing – matches the overwhelming power of determination in assuring success. Those endowed with the magic ‘stick-with-it-ness’ solve problems that defeat and discourage others. Were we to equip pupils with nothing more than exceptional determination we would endow them admirably to face and solve the various problems they will encounter throughout life. The Institute program intensifies this priceless trait in several ways.

             Beginning as early as age two, children learn to draw a line around a simple route from a mouse to a piece of cheese. (At this level, of course, children are also learning to manipulate a pencil, preparatory to printing and writing.) The mazes gradually become more difficult, and when children have completed all forty-eight mazes in the series they have acquired remarkable problem-solving skill. Children learn to delight in the feeling of triumph that comes with solving difficult problems.

             The Diligent Spotter series advances children’s visual perception while challenging their determination. Beginning as early as age two, preschoolers learn to distinguish differences between two otherwise identical pictures. The challenges gradually become more difficult, and by the time children complete the forty-two puzzles in the set, they have acquired rare visual acuity.

             Even simple activities can provide surprising advancement. For example, a recent study in Japan using what is known as the Uchida-Kraepelin Test showed that repeatedly solving even simple mathematical problems stimulated brain activity and growth. The Institute program features a modified form of this test called Brain Brighteners.

             Studies conducted by E. Glenn Schellenberg, professor of psychology at the University of Toronto, Mississauga, proved conclusively that piano lessons stimulated brain growth. Piano lessons are provided as an option at the North York branch.

             Chess, checkers, and other thought-provoking games are considered classroom activities.

Humor
             Of what value is intellectual brilliance if humor is lacking? Those who can face daily upsets and see humor where it isn’t obvious lead a happier life. Benjamin Franklin nailed this truth squarely when he wrote, “Happiness consists more in small conveniences or pleasures that occur every day, than in great pieces of good fortune that happen but seldom to a man in the course of his life.”

             Fun-filled activities alert our children to the comic daily windfalls constantly available to those with eyes to see them. They learn, too, how to create humor.

Mathematics
             An early introduction to mathematics provides two benefits for preschoolers. First, an early acquaintance with mathematics spares children any fear they might eventually feel when confronted by these studies at an older age. And second, of equal importance, is the mind expansion generated by solving mathematical puzzles; because that is what mathematical problems really are, aren’t they – a series of challenging puzzles.

             Parents and teachers who visit the Institute marvel to see three and four year olds adding and subtracting. But the more compelling activity is invisible; namely, the cerebration or neural activity and growth that is taking place inside children’s heads.

Grammar
             North Americans think their society is without class. It is, of course, when compared with class distinction found in England and India. And yet, as soon as a North American speaks, he or she is automatically – if unintentionally – assigned a place in the social spectrum. Quality of speech and writing is the means by which North Americans establish levels of class, or intellectual pecking order.

             To learn the rules that govern correct written and spoken English one must have some knowledge of grammar. But grammar is seldom taught in schools today. Therefore, those who are fortunate enough to privately secure an understanding of the foundations of correct English usage, and are privileged to learn how to speak and write with skill and precision, acquire a place of distinction by virtue of this knowledge.

             When the study of grammar is simplified and made entertaining – as has been done in the Institute program – children soon gain a superior use of English.

Drawing
             The ability to draw accurately is a skill with life-long value. We are fortunate in having a simplified means of advancing children’s judgment of spatial arrangement – which is the basis of accurate drawing.

Psychology
             Psychology is usually thought to be a subject suitable for university study, but children are exposed to exploitive advertising pressures at an early age. Fittingly, a program of humorous activities facilitates their understanding of the common motivational methods used to bombard us.

Algebra
             If mathematics might be regarded as mere puzzle-solving, then the study of algebra advances the puzzle-solving to an exciting new level. Considering that children have already dealt with abstractions when they interpreted printed symbols as sound (while learning to read), the study of algebra seems a less daunting challenge. Algebra is taught by means of a game – Algebra Bingo. Though children have no immediate use for knowledge of algebra, its study is a mind-expanding activity that broadens their understanding of abstractions.

Mitchell Au, age 2, could not speak English when he joined our program. After eight months of half-day attendance, Mitchell had completed our Primer and First Reader and his speech vocabulary had grown impressively. Mitchell took special delight in reading flyers delivered to his home and in reading the makes of cars in traffic.

Stephen Zhao, age 2, attended three half-days a week for four months, then five half-days a week. By then he could read our First Reader beautifully and was advancing well with the Ledson Math program. By age 6, he was reading at almost a Grade 6 level, indicating the academic ability of a child age 11. He regularly attracted comments on his advanced skills, which his mother termed "amazing".

Vivian Podorojansky, age 4, spoke only Russian when she joined the Institute program, but after eight months, Vivian not only spoke excellent English, she was able to read our Second Reader (Grade 3 material). Vivian’s parents, excited at her progress, reported that she surprised neighbors with her advanced academic ability.

In two years, Jeremy Wong, age 5, was reading Gorillas, the fifth book in our science series. He was also well along with Math Quest 2, and loved it.

In eight months, Alden Ching, age 3, was reading the First Reader and had started Phonics A and Math Quest 1. Alden's parents were delighted with his advancing social skills, his vocabulary growth, and his interest in books.

After eight months, Tiffany Der, age 3, could read the First Reader. Her parents reported a pleasing advancement in Tiffany’s social and communication skills; and equally important, her advancement in logical thinking and problem solving.

After attending the Institute for only four months, Jalia Kanji, age 3, read our First Reader and she printed excellently. Jalia's parents commented enthusiastically on their daughter's new maturity and her surprising ability to converse with adults.

After four years at the Institute, seven-year-old Nelson Zhang, of Markham, was reading and functioning at a Grade 11 level -- at the level of a child age 16.

Neena Allidina, age 4, read 13 books during our Readathon. At that time, Neena was reading the science text Gorillas, rated Grade 3 -- indicating ability well above a genius level.

In five months, Daniel Tao, age 3, whizzed through the Primer and reached page 8 of our First Reader. He could also add and subtract (both of which he loved). By age 7 he was reading at a Grade 11 level -- the level of children more than twice his age.

After two years, Tamara Zimmerman, then age 4, was reading Silver Steps - Grade 4-5 material. Two years later, Tamara was reading books of 40,000-word length.

By the time Mark Lazarte reached age 4, he was able to read the newspaper (rated Grade 6), could add two-digit numbers, had a good understanding of subtraction, and could solve difficult Ledson mazes.

After seventeen months of attendance, Sanjay Patel was an adventurous reader. His parents reported they could no longer spell aloud secret information to each other in his presence because he would catch the meaning.

Ada Cirlia had advanced to Grade 3 material by age five; however, Crystal Leung, also age five, was reading Grade 5 material.

When Sarah Weiss had been in the program for thirteen months, her mother reported that, at home, Sarah, then five, read A.A.Milne's The World of Pooh, not missing even the introduction, and she read almost anything around the house, including the TV Guide. Sarah's math skills had progressed to fractions and she was becoming highly competent in using the dictionary – an activity she loved.

Shun Yao advanced to a Grade 2 text while still in our kindergarten. A year later, then age six, he was reading at almost a Grade 5 level - the reading level of children twice his age.

In just two months, Andrew Campion, age 4, was half-way through our First Reader (containing 96 sentences and regarded as Grade 2 material.)

Can young children understand what they are reading?
Children can understand, in printed form, all the words -- and only those words -- they can understand in spoken form, which is why vocabulary growth plays an important role in the Sidney Ledson Simplified Phonics Reading System.

Is pressure used to teach reading?
Never. The Ledson program -- devised specially to accommodate children as young as two -- uses entertaining procedures to ensure that children of all ages progress rapidly yet comfortably.

How long does it take a child to learn to read?
Children learn to read at different speeds. Those who attend the Institute full-time are likely to advance more quickly than children who attend just part-time, or who are not yet speaking English.

Suppose a child attends the Ledson Institute then, for one reason or another, he or she must attend a public school. Will the child be bored?
Public school teachers have access to advanced materials to keep even brilliant children busy and contented. Graduates of the Ledson Institute invariably move to the head of their class or enter a special program for the super-bright.