Q1. I already read to my child everyday. Isn't that enough?

A1. Some would say so, but we encourage you to go further. The key is that reading is mostly about thinking, and while we read to our kids we are familiarizing them with the process of reading and the language of written materials. When we add the thinking skills that comprise the BUSTER programs, we help our kids realize how important the thinking part of reading is. We want to encourage you to develop the thinking parts of reading. In doing this you are not only helping your kids develop reading skills but also learning skills - a key to future success.

Q2. My child attends preschool or a Mother's Day Out program. Shouldn't they be teaching my child the skills they need to be ready to start school?

A2. We might hope so, but who can ever be sure. As parents we can't afford to default our responsibility to be sure our kids are becoming as prepared as possible for school and for life. So, whatever they are doing in day care or other programs, you can do more and you should! Most kids today attend some type of a preschool program before starting school. Yet many children still arrive at kindergarten less prepared than they could be for maximum success.

Q3. There is a lot if emphasis in the BUSTER program on the parent/child interaction. Why is that so important?

A3. Kids rely on parents for self-esteem and feeling confident about how they interact with the world. Think about all the kids in eastern European countries in orphanages who had almost no human interaction in their earliest formative years and how doctors reported their mental and emotional challenges as they grew older. Nothing replaces a close bonding between parent and child and the BUSTER programs provide wonderful experiences for kids to feel great about reading and learning ... something they will carry with them for life. And nothing is more important to academic and professional success than the thinking that comes with reading ... unless it's the great feelings they associate with reading with family members when they are young.

Q4. How early should I teach my child to read?

A4. Learning to read is a natural, developmental event. It involves engaging a child in language and thinking experiences during the formative preschool years with particular emphasis on oral language development and literacy awareness. Yeah, that sounds technical. Children develop oral language skills by hearing language and producing language. Listening and speaking skills are essential for children to get ready to read. The other key skill is hearing and seeing how written language works and how it differs form oral language.

Parents contribute to this development most successfully by talking with their children and reading with their children without making it too serious or rigorous. Learning to read should be FUN! The BUSTER activities are suggestions for parents to use while reading with their kids. Teachers who are trained educational professionals are best qualified "to teach kids to read." Parents are the practice partners with their kids as they rehearse reading skills they have learned from talking and engaging in reading/listening experiences.

Q5. In the day and age of technology, how come BUSTER is not available on a DVD or as a web-based program?

A5. Language skills and learning skills are developed through interaction with other people. Learning to use language and to think involves engaging other people, especially in safe, comfortable, fun settings. The key factor in the success of BUSTER programs is the child-adult interactions, and that doesn't involve watching something on a TV or a computer. Learning is an interpersonal activity! It is not a spectator activity. The learner relies on the older, more experienced family member to guide and engage. BUSTER programs are effective because of the interpersonal interaction.

Q6. Does the BUSTER program really only involve 15 minutes a day? Is that enough time to have an impact on my child's ability to read?

A6. Leaning the sophisticated skills of using language and understanding how to learn and think involves many repetitions of many different elements of cognition and linguistics. The BUSTER activities are examples of the kinds of interactions that learns benefit from as they experimentally interact with their world. It's not so much that 15 minutes us a magic number but if you do BUSTER activities with your child 15 minutes a day you are providing a basic grounding in language-thinking activities that expand exponentially. And realize, we want you to this every day because that's how the repetition expands the exponential growth.

Is more that 15 minutes a day better?  Not necessarily because the activities are then likely to become too regimented for younger children.  Even for elementary level students, 15 minutes in different segments is enough for each activity.  If you want to engage in more than 15 minutes of BUSTER activities each day, use multiple activities at varied times of the day.  Never let these activities become boring or routine.  They are designed as a special sharing time where reading, thinking, and exploring language is done in an interpersonal activity between a child and a family member. Make it fun and the skill will expand exponentially.

Q7.  There seems to be so much pressure on children to learn at an earlier and earlier age.  I’m concerned that involving my child in the BUSTER program might be pushing her too hard too soon.

A7.  Let’s put the BUSTER activities in perspective.  Parents should know that

(1) engaging their children in oral language experiences helps the child develop language skills essential to life tasks and

(2) reading to children helps the child become more aware of how language works in written settings like books.

Parents are encouraged to engage their children in talking activities and in reading activities so that the child develops familiarity with both oral and written language and using oral and written language to develop thinking and learning skills. 

The BUSTER program is a series of repetitive and cyclical activities to enhance those reading activities parents share with their child.  If the BUSTER activities are pushing a child “too hard too soon” the child will disengage and not participate. In all that you do with helping your child grow, observe the child’s involvement. Encourage participation but don’t push it. If the child is bored, you get bored and go on to something else. Developmental learning occurs naturally, especially in young children. The BUSTER activities are suggestions in response to a parent who asked, “I know it is important that I read to my child every day, but what am I supposed to do while we are reading together?”  So, BUSTER activities are suggestions, not assignments. Again, make it fun and you are never “pushing too hard.”

Q8.  I am having difficulty finding books to use with my child.  Any suggestions?

A8. We have links on our webpage to the BUSTER’S Bookstore where we have bundled books together based on topics and suggested age levels.  We can provide these for you.  If you choose to select your own books we have provided a Reading List. And, visit the children’s librarian at the local public library where they have a great collection of books for kids.  And get to know a school librarian who can make suggestions.  Finding the right books for you and your child is vital to helping them learn to love reading.

Q1. My child always wants to read the same book.  Is that ok?

A1. Sure….but if this becomes a pattern over more than a couple of weeks, one or both of you are likely to get bored.  But, when you vary the BUSTER activities the discussion can still be lively and that is important.  Suggestion: instead of doing BUSTER activities with that book beyond 2 weeks, just read the favorite book together (have child choral read along with you) and then bring in a different book for the BUSTER activities (and do it with enthusiasm….and never ask if that’s ok; we want the adult in charge here!)

Q2. What if we miss a day?

A2. You should run around the house 4 times in your pajamas reciting, “I love my child” as you go.  Seriously…do what you do with medicines….continue with the program the next day.  Every day you do get to do BUSTER activities with your child is a step in the rising development of reading and learning skills.  Every day you miss is a “black hole” that sucks progress out of the experiences.  It’s like an exercise program or a weight control program, the more you do it the better it goes.

Q3. What if my child hates the book we have chosen?

A3.  Take the book out back and burn it as an example for what happens to all horrid books.  No….actually, talk about why the book is so bad.  And then get another one.

Q4.  What if my child chooses a book that is too easy (or too difficult)?

A4. Too easy…not possible!  Just make the activities fun.  BUSTER is not about challenging the child to a higher level of accomplishment; it’s about engaging ideas actively and with fun.  If the book is too difficult, you might try saying to your child, ”I’m having trouble keeping up with all these ideas….are you?”  If your child confirms, then suggest finding a different “more fun” book.  Never ever push a book on your child.  If it’s too hard or too boring, find another one.

Q5. My child won’t answer any questions.  What should I do.?

A5.  This can be complicated but as a FAQ question we want to keep it simple.  For starters, is the “not talking about the book” a pattern in language use….does the child talk in the car?  At the grocery store?  In the mall?  If so, then the problem is likely the tasks and if they are unfamiliar, try discussing the refusal.  Is the book too hard?  Too boring?  Are the tasks too unfamiliar?  Do you need to construct joint answers?  All in all, three elements make up BUSTER activities…the readers, the book, and the activity.   Try and figure out what’s going wrong.  And then call us, or email our help line and we can try to walk you through the process.  Worst case scenario, these activities aren’t connecting with your child and we can refund your purchase.

Q6.  My child is having difficulty paying attention throughout the entire activity.  What do I do?

A6. First, find out why.  Is this an attention span issue?  Or are you trying to be too much like a teacher?  Or is the book boring?  Clearly the fun has gone out of this balloon.  Stop the activities for a few days and try just reading again without the BUSTER activities.  See if things come back around.   You also might vary the activities more so the child realizes it’s not the same thing all the time.

Q7. My child doesn’t want to do the activities.  She just wants me to read to her.  What do I do?

A7.  Just read to her.  This is very high quality time between you and your child.  Every other day or so you might just talk about some of the activities from the BUSTER program and do it orally. If your child wants to expand the oral activity to a written activity later, then begin doing more of the written tasks.  Above all else, observe the child and respond to her tendencies…..this is about FUN!

Let’s not make this “school” or “a chore”.  The issue is this: When the child is ready to engage in reading/listening activities, BUSTER can help.  If you and your child are not now reading together by just sitting quietly and sharing a book of any kind (even a picture book, then your child may not be ready for BUSTER activities.  We encourage you to find ways to get the child interested just by doing normal things like singing songs together and finding books where the words are included or snuggling up and playing with a picture book to find things in the pictures.  Make such introductory activities fun and interesting…..and laugh a lot!  Later, you’ll find BUSTER activities valuable for the extra boost.

Q8. What if the activity is too long or too hard for my child?

A8. We suggest you shorten them or make them easier.  You are in control!  Modify to your heart’s delight.  The BUSTER activities are suggestions, not lesson plans.  Ask your child how to make it different.  Or just wait until s/he becomes a little older and a little more interested.

Q9. What if my child cannot write their own answers?

A9. That’s when you become the scribe….and you might put the child’s hand on yours as you write so they get the feel for how writing happens. 

Q10.  What if the book we are using is too long for one lesson?  Can we read part of the book one day and the other part on another day?

A10:  Absolutely.  Think about whether you stop reading a book in the middle of a page….sure you do because you are in control.  We even stop in the middle of a sentence.  So can kids.  And that’s part of learning how to be in control of your own reading.  Life interferes with play; be in control!

Q11.  How can I make reading time more interesting? And  “What can I do to make books seem interesting or exciting?”

A11: Have you tried letting your child be the adult?  Have you tried acting out the “stupid” parts or even the “interesting” parts?  Make BUSTER activities all about PLAY and FUN!  And let the child be in charge.  BUT, if you do, do what the child directs (within reason, of course).