Endia Lindo 
Associate Professor | Texas Christian University
Fort Worth, TX, UNITED STATES
Endia Lindo is an expert on teaching reading comprehension, research-based interventions and factors in student responsiveness.
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Biography
Dr. Endia J. Lindo is an Associate Professor of Special Education in the College of Education at Texas Christian University (TCU) and core faculty in the Alice Neeley Special Education Research and Service (ANSERS) Institute.
Dr. Lindo worked as a resource teacher before earning her Ph.D. in Special Education from Vanderbilt University. Prior to joining the faculty of TCU she worked as Institute of Education Sciences postdoctoral research fellow at Georgia State University and an Assistant Professor of Special Education at University of North Texas. Her research focuses on improving the reading outcomes of struggling readers and students with learning disabilities. Of particular interest are approaches to teaching reading comprehension, examining approaches for implementing and enhancing school and community-based interventions, and increasing the teaching and cultural competence of educators and other professionals serving our students.
Dr. Lindo is program chair for Council for Exceptional Children’s (CEC) social justice initiative (project 20/20), serves on the executive board of the CEC’s Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL), is on the Professional Development, Standards, and Ethics Committee for the Division of Learning Disabilities (DLD), and is a member of Diversity Caucus of CEC’s Teacher Education Division. She is also Co-PI for a TCU Inclusive Excellence Grant, and serves on the editorial board for Learning Disability Quarterly, Multicultural Learning and Teaching, Multiple Voices, Intervention in Schools and Clinics and LD Forum.
Areas of Expertise (4)
Research Methods
Reading Disabilities
Special Education
Instructional Strategies
Education (3)
Vanderbilt University: Ph.D., Special Education, High Incidence Disabilities 2007
Vanderbilt University: Ed.D., Mild to Moderate Disabilities 2000
Northwestern University: B.S., Communication Science & Disorders 1998
Affiliations (2)
- Division for Culturally and Linguistically Diverse Exceptional Learners: Executive Board
- Professional Development, Standards, and Ethics Committee for the Division of Learning Disabilities: Member
Links (1)
Media Appearances (1)
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 (4)
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
Articles (5)
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 Clinic2016-03-17
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 Relations2016-03-22
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.
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