Alison E. Hendricks, PhD

Assistant Professor

brendan johns.

Office: 122 Cary Hall
Phone: 716.829.5563

Current Work:

Dr. Hendricks’ UB Language Learning Lab (BuffaLLLo) is located in 105 Cary Hall. The lab conducts research on language acquisition in school-age children with and without language impairments such as Developmental Language Disorder. Dr. Hendricks’ research focuses on how children learn language from the input they hear, with a particular focus on how children who are exposed to different quantities and types of input acquire language. One line of research focuses on how bilingual children with language impairments acquire language. A second line of research focuses on acquisition of morphosyntax by children who hear Non-mainstream American English dialects, such as African American English. The goal of this research is to better understand the underlying process of language acquisition as well as to improve the identification of Developmental Language Disorder in children who speak Non-mainstream dialects.  

Personal Website:

Lab Website:


I am an Assistant Professor in the Department of Communicative Disorders and Sciences at the University at Buffalo. I completed my B.A. in Philosophy at Occidental College and then completed a dual title Ph.D. in Language Science and German Applied Linguistics at Pennsylvania State University. During my time at Penn State, I was involved with the Center for Language Science, which is an interdisciplinary program with Communication Sciences and Disorders, German and Spanish Linguistics, and Psychology. From 2014-2017 I completed post-doctoral training in Communication Sciences and Disorders at the University of South Carolina. 


  • Werfel, K., Hendricks, A. E., & Scheule, M. (2017). The potential of past tense marking in oral reading as a clinical marker of SLI in school-age children. Journal of Speech, Language and Hearing Research. Published online 7 Dec 2017. doi:10.1044/2017_JSLHR-L-17-0115
  • Hendricks, A. E., Miller, K., & Jackson, C. N. (2017). Regularizing unpredictable variation: Evidence from a naturalistic setting. Language Learning and Development. Published online 6 October 2017, 1-19.
  • Hendricks, A.E., & Adlof, S. (2017). Language assessment with children who speak non-mainstream dialects: Quantifying the effects of scoring modifications in norm-referenced assessment. Language, Speech, and Hearing Services in Schools. 48, 168-182.
  • Straley, S. G., Werfel, K. L., & Hendricks, A. E. (2016). Spelling in written stories by school-age children with cochlear implants. Deafness & Education International, 18(2), 67–70.
  • Werfel, K. L., & Hendricks, A. E. (2016). Identifying minimal hearing loss and managing its effects on literacy learning. TEACHING Exceptional Children, 48(4), 213-217.
  • Werfel, K. L., & Hendricks, A. E. (2016). The relation between child versus parent report of chronic fatigue and language/literacy skills in school-age children with cochlear implants. Ear and Hearing, 37(2).
  • Hendricks, A. E., Miller, K., & Jackson, C. N. (2015). Regularization or probability-matching? Acquisition of inconsistent gender marking in Fering-speaking children. Boston University Conference on Language Development, Online Proceedings Supplement.
  • Hendricks, A. E. (2014). Maintenance and promotion in North Frisian language instruction on Föhr, Germany. Us Wurk, 63(2), 31-53.
  • Miller, K., & Hendricks, A. E. (2014). What impact does ambiguous input have on bilingual language acquisition? Linguistic Approaches to Bilingualism. 4(3), 362-367.
  • O’Brien, M. G., Jackson, C. N., & Hendricks, A. E. (2013). Making use of cues to sentence length in L1 and L2 German. Linguistic Approaches to Bilingualism. 3(4), 448-477.