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Jeremy Law is a Senior Lecturer in Quantitative Research Methods at the University of Glasgow’s School of Education, an internationally respected scholar in the field of dyslexia, holding a PhD in Educational Science from KU Leuven. His work focuses on developmental disabilities and literacy, examining key cognitive factors such as phonological awareness, auditory processing, and morphological awareness, which underpin reading and spelling abilities in both children and adults. Jeremy has led longitudinal cross-sectional studies tracking pre-reading indicators and their outcomes, and has published extensively in leading international journals. He co-authored the national report 'Dyslexia-Friendly Scotland' and serves as a research advisor for Dyslexia Scotland. As a committed advocate for evidence-based practice, he has authored public pieces challenging unsupported interventions and emphasizes the importance of systematic phonics and assistive technologies in education. His current research centers on early reading, oral language development, cognitive mechanisms of literacy, and inclusive education for learners with developmental disabilities. He is particularly interested in how phonological processing and morphological awareness contribute to reading success and resilience in individuals with dyslexia.
University of Glasgow • Glasgow, Scotland
Teaches advanced research methods, cognitive psychology, educational psychology, learning theory, developmental psychology, and literacy.