Endia Lindo, Ph.D.

Endia J. Lindo, Ph.D. is a tenured, Professor of Special Education at Texas Christian University (TCU) in the department of Teaching and Learning Sciences 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. 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 has served 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).

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

Lindo, E. J., and Elleman, A. E. (2026). Reading Comprehension Research from an Intersectional Lens: Examining the knowledge based in the context of race, language and disability. In Sue Isreal (Ed. ). Handbook of Research and Reading Comprehensions 3rd ed., Routledge.

Pittman, R. T., Lindo, E. J., McCoy, W., & Rogers, J. L. (2026). Hearing themselves in books: Using authentic children’s literature to support the language of African American students. In R. Silverman & K. Keane (Eds.), Language and Literacy Beyond decoding : Evidence-based instruction in grades PreK-6 (pp. xx–xx). Guilford Press. https://www.guilford.com/books/Language-and-Literacy-Beyond-Decoding/Silverman-Keane/9781462559596/contents

Lindo, E. J. (2026). Exploring Racial Issues Through Children's Literature: Strategies for Text Selection and Critical Discussion.  In J. Lacina (Ed.) Children’s Literature to Read Our World: Text Selection and Strategies for Critical Reflection, Routledge. https://www.routledge.com/Childrens-Literature-to-Read-Our-World-Text-Selection-and-Strategies-for-Critical-Reflection/Lacina/p/book/9781032912981?srsltid=AfmBOooQVV2OpEL4phNPP-gDwqrEyji-u2VVgJtMrjihfUq91xh5_qQr

Lindo, E. J., Kyzar, K. B., & Gershwin, T. (2025). Cultural Considerations for Building Equitable and Trusting Relationships (BETR) With All Families. TEACHING Exceptional Children, 57(3), 208-217. https://doi.org/10.1177/00400599231161799

Lindo, E. J. (2024, July/August/September). The Science of Teaching Reading: Evidence and areas for exploration. Literacy Today, 42(1), 26-30. https://publuu.com/flip-book/24429/1282661/page/28

Faggella-Luby, M., Lindo, E. J., & Carlson*, K. (2024, July/August/September). Promising adolescent literacy intervention practice at the intersection of race & disability. Literacy Today, 42(1), 32-37. https://publuu.com/flip-book/24429/1282661/page/34

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.  https://www.routledge.com/Handbook-of-Research-on-Special-Education-Teacher-Preparation/McCray-Bettini-Brownell-McLeskey-Sindelar/p/book/9781032267272?gclid=Cj0KCQjw_5unBhCMARIsACZyzS0dq5qU1HZwsxqb96vxsBWl5J0bFnqw_Qb4aT-knOJ-XhAI68p0esUaAoJSEALw_wcB

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. J. (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://doi.org/10.1002/trtr.2063

Fuller, M. C., Harkins-Monaco, E. A., Stansberry-Brusnahan, L.L., & Lindo, E. J. (2021). Introducing cultural competence in the context of disability and additional social identities. In E. A. Harkins-Monaco, W. Paterson, Fuller, & Stansberry-Brusnahan (Eds), Diversity, autism, and developmental disabilities: Guidance for the culturally responsive educator. Prism Series 13, DADD Publications.

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., & Lim, O. J. (Spring, 2020). Becoming more culturally competent educators. Perspectives on Language and Literacy, 46(2), 33-38. https://dyslexiaida.org/perspectives/

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; h-index: 73

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; h-index: 61

Lindo, E. J., & Elleman, A. M. (2010). Social validity’s presence in field-based reading intervention research. Remedial and Special Education, 31(6), 489-499. h-index: 52

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. h-index: 23

Davis, G. N., Lindo, E. J., & Compton, D. L. (2007). Children at risk for reading failure: Constructing an early screening measure. Teaching Exceptional Children, 39(5), 32-37.

Lindo, E. J. (2006). The African American presence in reading intervention experiments. Remedial and Special Education, 27(3), 148-153; h-index: 52.