Dr Jeremy Law

  • Senior Lecturer in Quantitative Research Methods in Education (School of Education)

Biography

 

Dr Jeremy M Law is Senior Lecturer in Quantitative Research Methods in Education in the School of Education at the University of Glasgow. 

An internationally respected scholar of reading and dyslexia, he holds a PhD in Educational Science from KU Leuven. His work focuses on developmental disabilities and literacy; he examines cognitive factors, such as phonological awareness, auditory processing and morphological awareness, that underpin reading and spelling in both children and adults. 

Jeremy has led longitudinal and cross‑sectional studies tracking pre‑reading indicators and outcomes, and he has published widely in leading international journals. He co‑authored the national report Towards a Dyslexia‑Friendly Scotland (Dyslexia Scotland, 2024) and a research advisor to Dyslexia Scotland. 

A committed advocate for evidence‑based practice, he has written public pieces challenging unsupported interventions (such as coloured overlays) and emphasises systematic phonics and assistive technologies. Dr Law frequently speaks to educators, policymakers and employers; he recently delivered the keynote “The Science of Reading” at Dyslexia Scotland’s 2025 Empowering Educators conference and was a guest expert at an employment law webinar on dyslexia and the workplace

 

Research interests

 

My research centres on early reading and oral language development, cognitive mechanisms of literacy, and inclusive education for learners with developmental disabilities. 

I am particularly interested in how phonological processing, auditory temporal processing and morphological awareness contribute to reading success and resilience in individuals with dyslexia. As well as having an interest in compensatory factors which lead to greater resilience among children and adults with dyslexia or reading difficulties. 

Building on this work, he explores evidence‑based interventions, such as morphological Awareness training, and examines how teacher knowledge and professional development affect literacy outcomes. My recent projects include Good readers but poor spellers, investigating whether morphological processing explains compensatory strategies in successful dyslexic adults and how spelling error analysis data could help inform teachers on how best to teach spelling. I am also interested in collaborative research on reading comprehension resilience in adolescents. 

I am also involved in policy‑focused research through my co‑authored report Towards a Dyslexia‑Friendly Scotland, and provide media commentary on the science of reading and teacher training

 

Publications

List by: Type | Date

Jump to: 2025 | 2024 | 2023 | 2022 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014
Number of items: 31.

2025

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Boese, Karen ORCID logoORCID: https://orcid.org/0000-0003-2321-4127, Roy, Suparna, Boese, Alexandra S. and Scholes, Stephen (2025) Empowering future literacy instructors: the role of mastery experiences in pre-service teachers’ literacy knowledge and self-efficacy. Journal of Early Childhood Teacher Education, (doi: 10.1080/10901027.2025.2538577) (Early Online Publication)

Lefèvre, Elise, Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Prado, Jérôme, Anders, Royce and Cavalli, Eddy (2025) Reading comprehension resiliency in adolescents with and without dyslexia relates to vocabulary, listening comprehension and socioeconomic status. Learning and Instruction, 96, 102081. (doi: 10.1016/j.learninstruc.2025.102081)

2024

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Carmichael, Katie (2024) Towards a dyslexia-friendly Scotland? Project Report. Dyslexia Scotland. (doi: 10.36399/gla.pubs.337659).

Vincent, Michele ORCID logoORCID: https://orcid.org/0000-0002-3076-5659, Oxley, Emily ORCID logoORCID: https://orcid.org/0000-0002-5736-9808 and Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 (2024) Understanding dyslexic teachers’ experiences of modern foreign language teaching under the Scottish 1+2 initiative. Solway Seminar Series, Glasgow, UK, 24 Jan 2024.

2023

Lefèvre, Elise, Cavalli, Eddy, Colé, Pascale, Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Sprenger-Charolles, Liliane (2023) Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10–17) diagnosis. Annals of Dyslexia, 73(2), pp. 260-287. (doi: 10.1007/s11881-022-00277-x) (PMID:36626093)

2022

Bin Sawad, Nouf, Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Tibi, Sana and Boese, Karen ORCID logoORCID: https://orcid.org/0000-0003-2321-4127 (2022) Arabic metalinguistic knowledge predicts reading comprehension: a scoping review. Frontiers in Communication, 7, 984340. (doi: 10.3389/fcomm.2022.984340)

Maclean, Louise and Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 (2022) Supporting primary school students' mental health needs: teachers' perceptions of roles, barriers, and abilities. Psychology in the Schools, 59(11), pp. 2359-2377. (doi: 10.1002/pits.22648)

Lefèvre, Elise, Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Royce, Anders and Cavalli, Eddy (2022) Reading Comprehension Resiliency Gained Through Vocabulary and Listening Comprehension is Threatened by Low Socio-Economic Status in Adolescents With and Without Dyslexia. 22nd Conference of the European Society for Cognitive Psychology (ESCoP), Lille, France, 29 Aug - 01 Sep 2022.

Lefèvre, Elise, Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Quémart, Pauline, Anders, Royce and Cavalli, Eddy (2022) What’s morphology got to do with it: oral reading fluency in adolescents with dyslexia. Journal of Experimental Psychology: Learning, Memory, and Cognition, (doi: 10.1037/xlm0001163) (PMID:36006716) (Early Online Publication)

Bin Sawad, Nouf and Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 (2022) Assessing Arabic Metalinguistic Awareness of Educators in Saudi Arabia: An Instrument Validity Using Rasch Modelling. 22nd European Conference on Literacy, Dublin, Ireland, 04-06 Jul 2022.

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Boese, Karen ORCID logoORCID: https://orcid.org/0000-0003-2321-4127 and Vincent, Michele ORCID logoORCID: https://orcid.org/0000-0002-3076-5659 (2022) Spelling Out Effective Instruction: An Assessment Informed Intervention Study. 22nd European Conference on Literacy, Dublin, Ireland, 04-06 Jul 2022.

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Ghesquière, Pol (2022) Morphological processing in children with developmental dyslexia: a visual masked priming study. Reading Research Quarterly, 57(3), pp. 863-877. (doi: 10.1002/rrq.450)

2020

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Cavalli, Eddy (2020) Les competences langagières orales et la lecture de l'adulte dyslexique. In: Colé, Pascale, Cavalli, Eddy and Duncan, Lynne G. (eds.) La dyslexie à l'âge adulte: Approche neuropsychologique. De Boeck Supérieur: Paris. ISBN 9782353274352

Lundie, David ORCID logoORCID: https://orcid.org/0000-0003-2913-8962 and Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 (2020) Teachers’ Responses and Expectations in the COVID-19 School Shutdown Period in the UK. Technical Report. Scottish Parliament.

2019

Poirier, Mark, Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Veispak, Anneli (2019) A spotlight on lack of evidence supporting the integration of blended learning in K-12 education. International Journal of Mobile and Blended Learning, 11(4), 1. (doi: 10.4018/ijmbl.2019100101)

2018

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, De Vos, Astrid, Vanderauwera, Jolijn, Wouters, Jan, Ghesquière, Pol and Vandermosten, Maaike (2018) Grapheme-phoneme learning in an unknown orthography: a study in typical reading and dyslexic children. Frontiers in Psychology, 9, 1393. (doi: 10.3389/fpsyg.2018.01393) (PMID:30158886) (PMCID:PMC6103482)

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Veispak, Anneli, Vanderauwera, Jolijn and Ghesquière, Pol (2018) Morphological awareness and visual processing of derivational morphology in high-functioning adults with dyslexia: An avenue to compensation? Applied Psycholinguistics, 39(3), pp. 483-506. (doi: 10.1017/S0142716417000467)

2017

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Wouters, Jan and Ghesquière, Pol (2017) The influences and outcomes of phonological awareness: a study of MA, PA and auditory processing in pre-readers with a family risk of dyslexia. Developmental Science, 20(5), e12453. (doi: 10.1111/desc.12453) (PMID:27774757)

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Ghesquière, Pol (2017) Early development and predictors of morphological awareness: disentangling the impact of decoding skills and phonological awareness. Research in Developmental Disabilities, 67, pp. 47-59. (doi: 10.1016/j.ridd.2017.05.003) (PMID:28641146)

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Veispak, Anneli, Vanderauwera, Jolijn and Ghesquière, Pol (2017) Morphological Awareness and Visual Processing of Derivational Morphology in High Functioning Adults With Dyslexia: An Avenue to Compensation? Twenty-Fourth Annual Meeting Society for the Scientific Study of Reading (SSSR), Halifax, NS, Canada, 15 Jul 2017.

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Ghesquière, Pol (2017) Visual Processing of Derivational Processing and Children With Dyslexia. The International Morphological Processing Conference (MoProc), Trieste, Italy, 22-24 Jun 2017.

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Vandermosten, Maaike, Ghesquière, Pol and Wouters, Jan (2017) Predicting future reading problems based on pre-reading auditory measures: a longitudinal study of children with a familial risk of dyslexia. Frontiers in Psychology, 8, 124. (doi: 10.3389/fpsyg.2017.00124) (PMID:28223953) (PMCID:PMC5293743)

2016

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Ghesquière, Pol and Wouters, Jan (2016) Predicting Dyslexia Based on Pre-reading Auditory and Speech Perception Skills. Twenty-Third Annual Meeting Society for the Scientific Study of Reading (SSSR), Porto, Portugal, 13-16 Jul 2016.

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Wouters, Jan and Ghesquiere, Pol (2016) Early Development and Predictors of Morphological Awareness: Separating the influences of decoding skills from phonological awareness. British Dyslexia Association 10th International Conference, Oxford, UK, 10-12 Mar 2016.

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Vandermosten, Maaike, Ghesquière, Pol and Wouters, Jan (2016) Relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia. In: Zoccolotti, Pierluigi, de Jong, Peter F. and Spinelli, Donatella (eds.) Understanding Developmental Dyslexia: Linking Perceptual and Cognitive Deficits to Reading Processes. Frontiers Media SA, pp. 212-223. ISBN 9782889198641 (doi: 10.3389/978-2-88919-864-1)

2015

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Wouters, Jan and Ghesquière, Pol (2015) Morphological awareness and its role in compensation in adults with dyslexia. Dyslexia, 21(3), pp. 254-272. (doi: 10.1002/dys.1495) (PMID:25620091)

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Wouters, Jan and Ghesquière, Pol (2015) Psychophysical and Cognitive Indicators of Early Phonological Awareness: a Study of Pre-readers With a Family Risk of Dyslexia. 39th Annual IARLD Conference, Vancouver, BC, Canada, 07-09 Jul 2015.

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Ghesquière, Pol (2015) Disentangling of Morphological and Phonological Awareness: a Study of Pre-readers With a Family Risk of Dyslexia. 1st Annual ACRIA Conference, Halifax, NS, Canada, 14 May 2015.

2014

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Wouters, Jan and Ghesquiere, Pol (2014) Morphological Awareness and Compensation in Word Reading of Dyslexics. 38th Annual IARLD Conference, Vilnius, Lithuania, 03-05 Jul 2014.

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Vandermosten, Maaike, Ghesquiere, Pol and Wouters, Jan (2014) The relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia. Frontiers in Human Neuroscience, 8, 482. (doi: 10.3389/fnhum.2014.00482) (PMID:25071512) (PMCID:PMC4078926)

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Ghesquiere, Pol and Wouters, Jan (2014) A Multi Factorial Approach in the Investigation of the Role of Specific Cognitive and Perceptual Functions in Dyslexia. British Dyslexic Association 9th International Conference, Guildford, UK, 27-29 Mar 2014.

This list was generated on Thu Jan 1 20:48:26 2026 GMT.
Jump to: Articles | Book Sections | Research Reports or Papers | Conference or Workshop Item
Number of items: 31.

Articles

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Boese, Karen ORCID logoORCID: https://orcid.org/0000-0003-2321-4127, Roy, Suparna, Boese, Alexandra S. and Scholes, Stephen (2025) Empowering future literacy instructors: the role of mastery experiences in pre-service teachers’ literacy knowledge and self-efficacy. Journal of Early Childhood Teacher Education, (doi: 10.1080/10901027.2025.2538577) (Early Online Publication)

Lefèvre, Elise, Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Prado, Jérôme, Anders, Royce and Cavalli, Eddy (2025) Reading comprehension resiliency in adolescents with and without dyslexia relates to vocabulary, listening comprehension and socioeconomic status. Learning and Instruction, 96, 102081. (doi: 10.1016/j.learninstruc.2025.102081)

Lefèvre, Elise, Cavalli, Eddy, Colé, Pascale, Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Sprenger-Charolles, Liliane (2023) Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10–17) diagnosis. Annals of Dyslexia, 73(2), pp. 260-287. (doi: 10.1007/s11881-022-00277-x) (PMID:36626093)

Bin Sawad, Nouf, Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Tibi, Sana and Boese, Karen ORCID logoORCID: https://orcid.org/0000-0003-2321-4127 (2022) Arabic metalinguistic knowledge predicts reading comprehension: a scoping review. Frontiers in Communication, 7, 984340. (doi: 10.3389/fcomm.2022.984340)

Maclean, Louise and Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 (2022) Supporting primary school students' mental health needs: teachers' perceptions of roles, barriers, and abilities. Psychology in the Schools, 59(11), pp. 2359-2377. (doi: 10.1002/pits.22648)

Lefèvre, Elise, Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Quémart, Pauline, Anders, Royce and Cavalli, Eddy (2022) What’s morphology got to do with it: oral reading fluency in adolescents with dyslexia. Journal of Experimental Psychology: Learning, Memory, and Cognition, (doi: 10.1037/xlm0001163) (PMID:36006716) (Early Online Publication)

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Ghesquière, Pol (2022) Morphological processing in children with developmental dyslexia: a visual masked priming study. Reading Research Quarterly, 57(3), pp. 863-877. (doi: 10.1002/rrq.450)

Poirier, Mark, Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Veispak, Anneli (2019) A spotlight on lack of evidence supporting the integration of blended learning in K-12 education. International Journal of Mobile and Blended Learning, 11(4), 1. (doi: 10.4018/ijmbl.2019100101)

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, De Vos, Astrid, Vanderauwera, Jolijn, Wouters, Jan, Ghesquière, Pol and Vandermosten, Maaike (2018) Grapheme-phoneme learning in an unknown orthography: a study in typical reading and dyslexic children. Frontiers in Psychology, 9, 1393. (doi: 10.3389/fpsyg.2018.01393) (PMID:30158886) (PMCID:PMC6103482)

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Veispak, Anneli, Vanderauwera, Jolijn and Ghesquière, Pol (2018) Morphological awareness and visual processing of derivational morphology in high-functioning adults with dyslexia: An avenue to compensation? Applied Psycholinguistics, 39(3), pp. 483-506. (doi: 10.1017/S0142716417000467)

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Wouters, Jan and Ghesquière, Pol (2017) The influences and outcomes of phonological awareness: a study of MA, PA and auditory processing in pre-readers with a family risk of dyslexia. Developmental Science, 20(5), e12453. (doi: 10.1111/desc.12453) (PMID:27774757)

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Ghesquière, Pol (2017) Early development and predictors of morphological awareness: disentangling the impact of decoding skills and phonological awareness. Research in Developmental Disabilities, 67, pp. 47-59. (doi: 10.1016/j.ridd.2017.05.003) (PMID:28641146)

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Vandermosten, Maaike, Ghesquière, Pol and Wouters, Jan (2017) Predicting future reading problems based on pre-reading auditory measures: a longitudinal study of children with a familial risk of dyslexia. Frontiers in Psychology, 8, 124. (doi: 10.3389/fpsyg.2017.00124) (PMID:28223953) (PMCID:PMC5293743)

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Wouters, Jan and Ghesquière, Pol (2015) Morphological awareness and its role in compensation in adults with dyslexia. Dyslexia, 21(3), pp. 254-272. (doi: 10.1002/dys.1495) (PMID:25620091)

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Vandermosten, Maaike, Ghesquiere, Pol and Wouters, Jan (2014) The relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia. Frontiers in Human Neuroscience, 8, 482. (doi: 10.3389/fnhum.2014.00482) (PMID:25071512) (PMCID:PMC4078926)

Book Sections

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Cavalli, Eddy (2020) Les competences langagières orales et la lecture de l'adulte dyslexique. In: Colé, Pascale, Cavalli, Eddy and Duncan, Lynne G. (eds.) La dyslexie à l'âge adulte: Approche neuropsychologique. De Boeck Supérieur: Paris. ISBN 9782353274352

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Vandermosten, Maaike, Ghesquière, Pol and Wouters, Jan (2016) Relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia. In: Zoccolotti, Pierluigi, de Jong, Peter F. and Spinelli, Donatella (eds.) Understanding Developmental Dyslexia: Linking Perceptual and Cognitive Deficits to Reading Processes. Frontiers Media SA, pp. 212-223. ISBN 9782889198641 (doi: 10.3389/978-2-88919-864-1)

Research Reports or Papers

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Carmichael, Katie (2024) Towards a dyslexia-friendly Scotland? Project Report. Dyslexia Scotland. (doi: 10.36399/gla.pubs.337659).

Lundie, David ORCID logoORCID: https://orcid.org/0000-0003-2913-8962 and Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 (2020) Teachers’ Responses and Expectations in the COVID-19 School Shutdown Period in the UK. Technical Report. Scottish Parliament.

Conference or Workshop Item

Vincent, Michele ORCID logoORCID: https://orcid.org/0000-0002-3076-5659, Oxley, Emily ORCID logoORCID: https://orcid.org/0000-0002-5736-9808 and Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 (2024) Understanding dyslexic teachers’ experiences of modern foreign language teaching under the Scottish 1+2 initiative. Solway Seminar Series, Glasgow, UK, 24 Jan 2024.

Lefèvre, Elise, Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Royce, Anders and Cavalli, Eddy (2022) Reading Comprehension Resiliency Gained Through Vocabulary and Listening Comprehension is Threatened by Low Socio-Economic Status in Adolescents With and Without Dyslexia. 22nd Conference of the European Society for Cognitive Psychology (ESCoP), Lille, France, 29 Aug - 01 Sep 2022.

Bin Sawad, Nouf and Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 (2022) Assessing Arabic Metalinguistic Awareness of Educators in Saudi Arabia: An Instrument Validity Using Rasch Modelling. 22nd European Conference on Literacy, Dublin, Ireland, 04-06 Jul 2022.

Law, Jeremy M. ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Boese, Karen ORCID logoORCID: https://orcid.org/0000-0003-2321-4127 and Vincent, Michele ORCID logoORCID: https://orcid.org/0000-0002-3076-5659 (2022) Spelling Out Effective Instruction: An Assessment Informed Intervention Study. 22nd European Conference on Literacy, Dublin, Ireland, 04-06 Jul 2022.

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Veispak, Anneli, Vanderauwera, Jolijn and Ghesquière, Pol (2017) Morphological Awareness and Visual Processing of Derivational Morphology in High Functioning Adults With Dyslexia: An Avenue to Compensation? Twenty-Fourth Annual Meeting Society for the Scientific Study of Reading (SSSR), Halifax, NS, Canada, 15 Jul 2017.

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Ghesquière, Pol (2017) Visual Processing of Derivational Processing and Children With Dyslexia. The International Morphological Processing Conference (MoProc), Trieste, Italy, 22-24 Jun 2017.

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Ghesquière, Pol and Wouters, Jan (2016) Predicting Dyslexia Based on Pre-reading Auditory and Speech Perception Skills. Twenty-Third Annual Meeting Society for the Scientific Study of Reading (SSSR), Porto, Portugal, 13-16 Jul 2016.

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Wouters, Jan and Ghesquiere, Pol (2016) Early Development and Predictors of Morphological Awareness: Separating the influences of decoding skills from phonological awareness. British Dyslexia Association 10th International Conference, Oxford, UK, 10-12 Mar 2016.

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Wouters, Jan and Ghesquière, Pol (2015) Psychophysical and Cognitive Indicators of Early Phonological Awareness: a Study of Pre-readers With a Family Risk of Dyslexia. 39th Annual IARLD Conference, Vancouver, BC, Canada, 07-09 Jul 2015.

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384 and Ghesquière, Pol (2015) Disentangling of Morphological and Phonological Awareness: a Study of Pre-readers With a Family Risk of Dyslexia. 1st Annual ACRIA Conference, Halifax, NS, Canada, 14 May 2015.

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Wouters, Jan and Ghesquiere, Pol (2014) Morphological Awareness and Compensation in Word Reading of Dyslexics. 38th Annual IARLD Conference, Vilnius, Lithuania, 03-05 Jul 2014.

Law, Jeremy ORCID logoORCID: https://orcid.org/0000-0001-6075-2384, Ghesquiere, Pol and Wouters, Jan (2014) A Multi Factorial Approach in the Investigation of the Role of Specific Cognitive and Perceptual Functions in Dyslexia. British Dyslexic Association 9th International Conference, Guildford, UK, 27-29 Mar 2014.

This list was generated on Thu Jan 1 20:48:26 2026 GMT.

Grants

Carnegie Research Incentive Grant, (2018) Value 10,000 £ for the project Good readers but poor spellers: Is morphological processing the key to understanding compensation in successful dyslexic adults? 

College Strategic Research Fund (CSRF): Collaborative Initiatives Scheme  – (2018) The College Strategic Research Fund is aimed to support researchers the preparation of ambitious and transformative external research funding applications across the College of Social Sciences with. – 2300 £

Supervision

Dr Law welcomes PhD enquiries from students interested in quantitative or mixed‑methods research on literacy and/or language development, dyslexia and inclusive education. Projects he is keen to supervise include (but are not limited to):

  • Early identification of dyslexia and developmental language disorders.Longitudinal or cross‑linguistic studies examining pre‑reading predictors and the impact of early screening on intervention outcomes.
  • Morphological awareness and reading resilience.Investigations into how morphological processing supports reading fluency and spelling in adolescents or adults with dyslexia, building on his work on compensatory strategies.
  • Teacher knowledge and professional development.Evaluations of teacher training in the science of reading—including systematic phonics and morphology—and its effects on classroom practice and pupil outcomes. 
  • Evidence‑based literacy interventions.Development and assessment of instructional programmes (e.g. structured literacy, technology‑assisted reading supports) tailored for learners with dyslexia or co‑occurring difficulties.
  • Dyslexia and mental health.An investigation in the intersection of dyslexia and mental health outcomes of adults and adolescents. 

 

Teaching

 

Currently, I teach a range of courses and topics, including : 

Advanced research methods

Cognitive phycology 

Educational psychology 

Learning theory 

Developmental Phycology 

Literacy

 


Jeremy Law