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Endia Lindo - Texas Christian University. Fort Worth, TX, US

Endia Lindo 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 Lindo is an Associate Professor of Special Education in the College of Education at Texas Christian University and institute faculty in the Alice Neeley Special Education Research and Service (ANSERS) Institute.

Before joining the faculty of TCU, Dr. Lindo was an Assistant Professor of Special Education at University of North Texas and an IES postdoctoral research fellow at Georgia State University. She worked as a resource teacher prior to earning her Ph.D. in Special Education from Vanderbilt University. Her research focuses on improving the reading outcomes of struggling readers and students with disabilities. Of particular interest are approaches to teaching reading comprehension, improving the implementation and sustainability of research-based interventions, and understanding the influence of social and familial factors on student’s responsiveness to generally effective instruction.

Dr. Lindo is on the executive board of the Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) and a member of Professional Development, Standards, and Ethics Committee for the Division of Learning Disabilities (DLD) of the Council for Exceptional Children; as well as on the Diversity Committee of the Council for Learning Disabilities. She is also Co-PI for a personnel preparation grant, Project TELL: Training Effective Leaders for High-Needs Schools through Local Partnerships (OSEP) and serves on the editorial board for Intervention in Schools and Clinics and LD Forum. To see a full list of Dr. Lindo’s publications, teaching, service, and other achievements, you may view her Vita.

Areas of Expertise (4)

Research Methods

Reading Disabilities

Special Education

Instructional Strategies

Education (3)

Vanderbilt University: Ph.D., Special Education, High Incidence Disabilities 2007

Northwestern University: B.S., Communication Science & Disorders 1998

Vanderbilt University: Ed.D., Mild to Moderate Disabilities 2000

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

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 (3)

Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers Overcoming Learning DifficultiesF

2018 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.

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Revisiting Principles of Ethical Practice Using a Case Study Framework Intervention in School and ClinicF

2016-03-17

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.

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Managing Stress Levels of Parents of Children with Developmental Disabilities: A Meta‐Analytic Review of Interventions Family RelationsF

2016-03-22

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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