Endia Lindo, Ph.D.
Program Area: Special Education
817-257-7660 | firstname.lastname@example.orgTexas Christian University
TCU Box 297900
Fort Worth, TX 76129
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.
Ph. D. Special Education: High Incidence Disabilities
Ed. Special Education: Mild to Moderate Disabilities
B.S.S. Communication Science & Disorders: Learning Disabilities
- Special Education
- Reading Disabilities
- Instructional Strategies/Intervention
- Educational assessment and Data-based decision making
- Research Methods
- Informing evidence based practice and Improving the implementation and sustainability of research-based reading interventions.
- The role of context and contribution of social and familial factors in student’s reading comprehension outcomes.
- Parent engagement in the late elementary and middle grades.
- Meta-Analysis and Survey Methodology
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
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. doi: 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, doi: 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. doi: 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.