The FLIP strategy, used primarily with middle and secondary
level students, consists of a method that students can use to
evaluate the level of difficult associated with a given text
assignment. This evaluation of difficulty level can then be used
as the basis for formulating a realistic notion of the amount of
time to allocate to learning the material covered. The term FLIP
stands for the questions students must consider in making their
analysis with each question being rated by students using a
likert-type scaling system. These questions are: F =
Friendliness: How friendly is the assignment? L = Language: How
difficult is the language? I = Interest: How interesting is the
assignment? P = Prior Knowledge: How much do I already know of
this material? Although the FLIP strategy has not been
extensively tested, research conducted by Kelly and Farnan
(1990) suggests that, with practice, students can grow in
awareness of the text-based and reader-based factors influencing
their degree of text comprehension; and t