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 this awareness allows them to take whatever actions are necessary to overcome any factors that limit comprehension. Further, Schumm and Mangrum (1991) report that their own research has shown that the FLIP strategy both improves test performance (an indicator of course learning) and assists students in making more realistic estimates of the amount of time it will take them to learn the material covered in the text assignment.

In summary then, the purpose of this essay was to discuss ways in which teachers can expand their usage of textbook resources beyond merely assigning passages and talking with students about the material covered. Three basic strategies for expansion were reviewed. These were: (1) FLIP, a strategy for evaluating the difficulty of the assigned text passage and allocating a realistic amount of time to learn the material; (2) the strategy of assigning a particular purpose to each text assignment; and (3) the strategy of having students write concise summaries of the material they are assigned to read.

Ornstein, A.C. & Hunkins, F. (1993). Curriculum: Foundations, principles and theory (2nd ed.) Boston: Allyn & Bacon.

A third strategy that teachers can use to move beyond simply assigning a particular section of a text and then talking about the material after the assignment is completed is to have students write summaries of the particular text passages that they have been assigned to read. This strategy has been discussed by Vacca and Vacca (1996) who state that to use this technique properly, students need to learn how to write summaries properly as it is applying summarization skills appropriately that will facilitate the comprehension of the text material.

5. Having students read a text assignment for the purpose of pleasure.