Endia J. Lindo
Associate Professor of Special Education Texas Christian University
- Fort Worth TX
Dr. Lindo’s expertise is in reading disabilities, comprehension instruction/intervention and the social-cultural factors of learning.
Media
Social
Biography
Dr. Lindo worked as an elementary resource teacher prior to earning her Ph.D. in Special Education from Vanderbilt University and completing an Institute of Education Science (IES) Postdoctoral Fellowship at Georgia State University. Her scholarship focuses on improving the reading comprehension of students with learning difficulties and dis/abilities by researching approaches for implementing and enhancing school and community-based interventions, while examining individual differences in and the contribution of social-cultural factors on reading outcomes. This work serves to identify what is known and needed to best establish, implement and sustain instructional and intervention practice, especially for those students in which multiple vulnerabilities (e.g., disability, poverty, and cultural and linguistic differences) intersect.
Dr. Lindo was awarded the Deans’ Award for Research and Creativity, TCU’s top research honor in 2022. Dr. Lindo is Co-Editor of a top research journal in her field, Exceptional Children, and serves on the editorial boards of Intervention in Schools and Clinics, Journal of Learning Disabilities, Learning Disability Quarterly, Multicultural Learning and Teaching, Multiple Voices, and Review of Educational Research. She is past president and current executive board member for the Council for Exceptional Children’s (CEC) Division for Culturally and Linguistically Diverse Exceptional Learners and was Program Chair for CEC’s social justice initiative, project 20/20. Dr. Lindo also serves on the advisory board of numerous educational organizations and grants and is Co-PI for a National Institute of Child Health & Human Development (NIH) R01 Grant-An Integrated Data Approach to Exploring Racial Differences in Reading Intervention Effectiveness (IDARE).
Areas of Expertise
Education
Vanderbilt University
Ph.D.
Special Education, High Incidence Disabilities
2007
Vanderbilt University
M.Ed.
Mild to Moderate Disabilities
2000
Northwestern University
B.S.
Communication Science & Disorders
1998
Affiliations
- The Reading League’s Educators of Color Conference Community
- Friends of DR Advisory Council CEC's Division for Research
- American Educational Research Association (AERA) : Division K & G
- American Association of College for Teacher Education (AACTE)
- Council for Exceptional Children (CEC)
- Council for Learning Disabilities (CLD)
- International Dyslexia Association (IDA)
Media Appearances
Publishing in Exceptional Children: A Conversation with Endia Lindo and Kathleen King Thorius
DiveIn: A Podcast about Diversity, Equity, and Inclusion in Special Education Research online
2023-11-30
In this episode, I talk to Endia Lindo and Kathleen King Thorius, two of the new editors of one of the most important journals in special education research: Exceptional Children. We discuss how the editorial team came together, their vision for the journal, and discuss advice for authors submitting papers, and much more.
Obstacles to Education
TCU Magazine online
2023-11-03
Black children with disabilities experience greater obstacles in education and poorer academic outcomes than their nondisabled and/or white peers, said Endia J. Lindo, associate professor of special education in TCU’s College of Education. Black students have also been disproportionately recommended for special education since the U.S. Office of Civil Rights began tracking those numbers in 1968.
Handcuffed in Hallways: Teaching alternatives to restraints in schools
CBS News online
2023-04-14
Dr. Endia Lindo is an associate professor of special education and the faculty coordinator for the College of Education Graduate Studies. Dr. Lindo is adamantly opposed to restraining a student unless it is absolutely necessary to avoid a potential threat or injury to oneself or another.
"All of our teachers talk about classroom management being an area they need support or help," says Dr. Lindo.
Are Girls Underdiagnosed for Dyslexia?
DFW Child online
2022-07-29
Endia Lindo, associate professor of special education at Texas Christian University, says that “part of the issue is what you define as ‘dyslexia.’” Most researchers share a common definition of dyslexia provided by the International Dyslexia Association; however, in the classroom, the working definition of dyslexia can vary from district to district. And since dyslexia surveys tend to be based on samples of individuals identified through their public school districts, the different definitions and protocols for evaluation make it hard to determine whether dyslexia in female students is underdiagnosed.
Endia Lindo discusses learning across differences, co-editing new book on race and disability
TCU College of Education News online
2022-02-23
Associate professor of special education Endia Lindo co-edited a recently published book entitled Racism by Another Name: Black Students, Overrepresentation, and Carcerality in Special Education. We asked her a few questions about her research, editing contributions and experience at TCU.
Event Appearances
Evidence-based strategies for supporting English language learners with learning disabilities in schools.
Council for Learning Disabilities International Conference Baltimore, MD
Knowledge and implementation of response to intervention: An examination of pre-service teacher
Pacific Coast Research Conference Coronado, CA
Conducting systematic and meta-analytic reviews: Basics for early career researchers
Council for Learning Disabilities International Conference Baltimore, MD
Literature Synthesis: PreService Teacher Field Experiences with Response to Intervention
Council for Learning Disabilities International Conference San Antonio, Texas
Research Grants
An Integrated Data Approach to Exploring Racial Differences in Reading Intervention Effectiveness (IDARE)
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NIH)
05/08/2023 – 04/30/2028
Articles
Cultural Considerations for Building Equitable and Trusting Relationships (BETR) With All Families
TEACHING Exceptional Children2023
Research has shown the importance of family-school collaboration in promoting positive student outcomes, but also the lack of satisfaction and trust on the part of both teachers and family members, especially with cross-cultural interactions. A key barrier is the lack of teacher professional development regarding research-based practices and systemic support (e.g., resources, time). This paper presents a research-based conference strategy designed to cultivate a trusting relationship between families and educators, referred to as Building Equitable Trusting Relationships (BETR).
Dual-Language Books as a Red Herring: Exposing Language Use and Ideologies
The Reading Teacher2021
Dual-language books (DLBs) are often seen as positive resources for biliteracy development, but most contain implicit messages about the status of the languages used. Through a large content analysis of 100 dual-language children’s books (DLCBs), across 10 publishing companies, the authors developed a linguistic typology of DLBs in order to expose messages of linguistic hierarchy.
A University–Lab School Writing Partnership Project: Benefits of Curriculum-Based Measures and Intervention for Students With Learning Differences
The Reading Teacher2020
This department highlights literacy leaders across the globe who are working in the field of literacy education. It features a variety of invited authors whose work is timely and relevant to the theme of access.
Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers
Overcoming Learning Difficulties2018
This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K–6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring group or a control group. Students in the tutoring group met twice per week across one school year to receive tutoring from non–education major college students participating in a service-learning course.
Revisiting Principles of Ethical Practice Using a Case Study Framework
Intervention in School and Clinic2016
A code of ethics serves as a compass, guiding professionals as they perform the roles associated with their profession. These codes are evidence to the public that professionals are concerned about the services they provide and the individuals to whom they are provided. Codes of ethics should be living documents, changing focus as the fields they represent change.
Managing Stress Levels of Parents of Children with Developmental Disabilities: A Meta‐Analytic Review of Interventions
Family Relations2016
Parents of children diagnosed with disabilities often experience elevated levels of stress compared to those parenting children without disabilities (Baker‐Ericzén, Brookman‐Frazee, & Stahmer, 2005; Tomanik, Harris, & Hawkins, 2004). This increase in stress can have a negative impact on parent well‐being (Trute & Hiebert‐Murphy, 2002) resulting in a stress‐induced dysregulation of the immune system. In their article in this issue, Gouin, da Estrela, Desmarais, and Baker found that increased levels of social support served as protection against this dysregulation.
