Publication List

(Last 10 years only)

Butler, D. L., & Cartier, S. (in press). Promoting students’ active and productive interpretation of academic work: A Key to successful teaching and learning. Invited contribution to a special issue of the Teachers College Record (edited by Lyn Corno).

Butler, D. L. (in press). Adults with Learning Disabilities. To appear in B. Y. L. Wong (Ed.), Learning about Learning Disabilities (3rd ed.). Toronto: Academic Press.

Butler, D. L., Novak Lauscher, H. J., Jarvis-Selinger, S., & Beckingham, B. (in press). Collaboration and Self-Regulation in Teachers’ Professional Development. Teaching and Teacher Education.

Wong, B. Y. L., Harris, K. R., Butler, D. L., & Graham, S. (2003). Cognitive strategy instruction. Handbook on Research in Learning Disabilities (pp. 383-402). Guilford Press.

Butler, D. L. (2003). Structuring instruction to promote self-regulated learning by adolescents and adults with learning disabilities. Exceptionality, 11(1), 39-60.

Sorrell, S., Error, M., Butler, D. L., Novak Lauscher, H., & Alkenbrack, B. (2003). Community Women Speak about Educational Opportunities in Vancouver's Downtown Eastside: A Brief Report. University of British Columbia. Vancouver, BC. (ON-LINE).

Butler, D. L. (2002). Individualizing instruction in self-regulated learning. Theory into Practice, 41, 81-92.

Butler, D. L. (2002). Qualitative approaches to investigating self-regulated learning: Contributions and challenges. Educational Psychologist, 37, 59-63.

Butler,  D. L., Elaschuk, C. L., & Poole, S. (2000). Promoting strategic writing by postsecondary students with learning disabilities: A report of three case studies. Learning Disabilty Quarterly, 23, 196-213.

Butler, D. L. (1998).  Metacognition and learning disabilities. In B. Y. L. Wong (ed.), Learning about learning disabilities (2nd ed.) (pp. 277-307.  Toronto: Academic Press.

Butler, D. L. (1998).  The Strategic Content Learning approach to promoting self-regulated learning.  In B. J. Zimmerman &  D. Schunk (eds.), Developing self-regulated learning: From teaching to self-reflective practice (pp. 160-183).  New York: Guildford Publications, Inc.

 Butler, D. L. (1998).  The Strategic Content Learning approach to promoting self-regulated learning: A summary of three studies.  Journal of Educational Psychology, 90, 682-697.

Butler, D. L. (1998).  In search of the architect of learning: A commentary on scaffolding as a metaphor for instructional interactions.  Journal of Learning Disabilities, 31 (4), 374-385.

Wong, B. Y. L., Butler, D. L., Ficzere, S., & Kuperis, S. (1997).  Teaching adolescents with learning disabilities and low achievers to plan, write, and revise compare and contrast essays. Learning Disabilities Research and Practice, 12 (1), 2-15.

Butler, D. L. (1996).  Promoting strategic content learning by adolescents with learning disabilities. Exceptionality Education Canada, (6), 131-157. [Published in 1997)

Wong, B. Y. L., Butler, D. L., Ficzere, S., & Kuperis, S. (1996).  Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays.  Journal of Learning Disabilities, 29, 197-212.

Butler, D. L. (1995).  Promoting strategic learning by postsecondary students with learning disabilities.  Journal of Learning Disabilities, 28, 170-190.

Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.

Butler, D. L. (1994).  From learning strategies to strategic learning: Promoting self-regulation by postsecondary students with learning disabilities. Canadian Journal of Special Education, 4, 69-101.

Wong, B.  Y.  L., Butler, D. L., Drabble, S., Kuperis, S, Corden, M., & Zelmer, J. (1994).  Teaching problem learners revision skills and sensitivity to audience through two instructional modes:  Student-teacher versus student-student interactive dialogues.   LD Research and Practice, 9, 78-90.

Butler, D. L. (1992). Promoting strategic learning by learning disabled adults and adolescents. Exceptionality Education Canada, 2, 109-128.