Endia Lindo, Ph.D.

Associate Professor

Program Affiliations

College of Education ANSERS Institute Teaching & Learning Sciences

Special Education

Endia J. Lindo, PhD is an Associate Professor of Special Education at Texas Christian University and core faculty in the Alice Neeley Special Education Research and Service (ANSERS) Institute. 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. She is an executive board member and past president of the Council for Exceptional Children’s (CEC) Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) and program chair for CEC’s social justice initiative project 20/20.

Dr. Lindo also serves as co-editor of Exceptional Children and on the editorial boards for Intervention in Schools and Clinics, Journal of Learning Disabilities, Learning Disability Quarterly, Multicultural Learning and Teaching, Multiple Voices-Disability, Race, and Language Intersection in Special Education, and Review of Educational Research.

Her scholarship focuses on improving the reading comprehension of students with learning difficulties and disabilities and educators’ cultural competence. Dr. Lindo engages as a critical quantitative researcher whose work examines what is known and needed to establish, implement, and sustain school and community-based intervention practice especially for those students in which multiple vulnerabilities (e.g., disability, poverty, and cultural and linguistic differences) intersect.

Education

Ph.D. Special Education: High Incidence Disabilities (Minor: Research Methods)
Vanderbilt University
2007

M.Ed. Special Education: Mild to Moderate Disabilities
Vanderbilt University
2000

B.S.S. Communication Science & Disorders: Learning Disabilities
Northwestern University
1998

Academic Areas

Special Education
Reading Disabilities
Instructional Strategies/Intervention
Teaching and Cultural Competence
Research Methods

Research Areas

Informing evidence-based practice and improving the implementation and sustainability of research-based reading interventions.
Cultivating cultural competence and culturally sustaining practice
The role of context and contribution of social and familial factors in reading comprehension outcomes.
Meta-Analysis and Survey Methodology

Selected Publications

Ellis-Robinson, T., Scott, L.A., Banks, J., Lindo, E. J., & Werunga, R. (2024). The benefits of sustaining a diverse special education teacher workforce. In E.D. McCray, E. Bettini, M. Brownell, J. McLeskey, & P.T. Sindelar (Eds). Handbook of Research on Special Education Teacher Preparation (2nd Ed). Routledge.

Lindo, E. J., Kyzar, K., & Gershwin, T. (2023). Cultural considerations for building equitable and trusting relationships (BETR) with all families Teaching Exceptional Children. https://journals.sagepub.com/doi/full/10.1177/00400599231161799

Elleman, A. C., & Lindo, E. J. (2022). Prioritizing Vocabulary in a Busy Elementary Classroom, Literacy Today, 40(2), 62-64. Retreived from: https://publuu.com/flip-book/24429/135735/page/1

Hines, D. E., Boveda, M., & Lindo, E. (2021). Racism by another name: Black students, overrepresentation, and carcerality in special education, Charlotte, N.C.: Information Age Publishing. https://www.infoagepub.com/products/Racism-by-Another-Name

Przymus, S. & Lindo, E. J. (2021). Dual-language books as a red herring: Exposing language use and ideologies. The Reading Teacher, 75(3), 317-327. https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/trtr.2063

Lindo, E. J., & Lim, O. J. (Spring, 2020). Becoming more culturally competent educators. Perspectives on Language and Literacy, 46(2), 33-38. https://mydigitalpublication.com/publication/?i=662375&article_id=3688510&view=articleBrowser&ver=html5

Faggella-Luby, M., Lindo, E. J., Jimerson, J., Payne, K., Keaney, L., & Buckley, K. (2020). A university-lab school partnership project: Benefits of curriculum-based measures and intervention for students with learning differences. The Reading Teacher, 74(2), 230-236. https://doi.org/10.1002/trtr.1938

Lindo, E. J., Weiser, B., Cheatham, J. P., & Allor, J. H. (2018). Benefits of structured afterschool literacy tutoring by university students for struggling elementary readers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 34(2), 117-131 doi: 10.1080/10573569.2017.1357156 https://files.eric.ed.gov/fulltext/ED582052.pdf

Lindo, E. J., Kleimann, K., Combes, B. H., & Franks, J. (2016). Managing stress levels of parents of children with developmental disabilities: A meta-analytic review. Family Relations, 65(1), 207-224. https://onlinelibrary.wiley.com/doi/abs/10.1111/fare.12185

Barrio, B. L., Lindo, E. J., Combes, B. H. & Hovey, K. A. (2015). Ten years of response to intervention: Implications for general education teacher preparation programs. Action in Teacher Education, 37(2), 190-204, https://doi.org/10.1080/01626620.2015.1004603

Lindo, E. J. (2014). Family background as a predictor of reading comprehension performance: An examination of the contributions of human, financial, and social capital. Learning and Individual Differences, 32, 287-293. https://doi.org/10.1016/j.lindif.2014.03.021

Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2, 1-43. https://www.tandfonline.com/doi/full/10.1080/19345740802539200

Last Updated: November 19, 2024

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