Marie Clay: An Honored Mentor, Colleague, and Friend Marie Clay: Splendid Scholar and Leader Linda Gambrell, professor, Clemson University; current International Association president

Marie Clay was not only an exem- Recovery in New Zealand and Clearly, her work has contributed in plary teacher and scholar, she was a Clay’s international reputation as a a major way to the heritage and his- wonderful, witty, woman who lived researcher and scholar. tory of literacy research and practice. life to the fullest. What a legacy she I remember being in awe of Clay’s In thinking about this tribute has left to those of us in the field of scholarship and research. Little did I to Clay, I revisited the paper I wrote literacy. Marie Clay’s research made realize that in the 1990s I would have about the results of the survey. One a difference, leading to revolutions the honor of serving on the board of of the things that I remembered was in literacy instruction for struggling directors during her term as presi- how eloquently colleagues spoke readers. Her theory-driven research dent of the International Reading about Clay’s impact on the field of addressed important literacy issues Association (IRA). While I had read literacy. I decided that revisiting the and was elegantly designed and much of her work and heard her recognition accorded Clays’ work executed. Her findings were not lim- present at a number of conferences, and the comments of her colleagues ited to , but rather I did not meet her personally until would be a wonderful way to honor she boldly speculated about broad our time together on the IRA board. Marie Clay—a tribute not from issues related to literacy learning. I consider it quite a privilege to have me, but from leaders in the field Literacy historians will undoubtedly known her and had the opportunity of literacy. remember Marie Clay as the founder to see her in action. In addition to of Reading Recovery, but we must Respondents to the survey cited being an exceptional scholar she was all remember that her and Marie Clay’s work on early literacy a wonderful person. She was a strong research changed literacy and educa- development as being influential leader for IRA, had strong convic- tion’s trajectory in significant ways. during the 1970s and a number of tions, high ethical standards, and her publications were specifically I was a very new assistant professor always kept children’s literacy learn- identified as influential: Reading: at the University of Maryland in ing at the center of her thinking. The Patterning of Complex Behaviour the mid-1970s and that is where I Without a doubt, Clay is among (1972) and Early Detection of Reading remember hearing about and read- the most frequently cited research- Difficulties (1972, 1979). Margaret ing Marie Clay’s initial writings ers in the field of literacy. In 1999, Griffin commented that Reading: about Reading Recovery. The 1972 I conducted a survey with members The Patterning of Complex Behaviour publication of her book, Reading: of the National Reading Conference, “opened our eyes to how children The Patterning of Complex Behaviour, considered by many to be the most learn to read and write. It was a new provided important insights about prestigious literacy research organiza- view of how to do research in real the developmental progress of begin- tion in the U.S., in order to identify classrooms. A seminal work.” Patricia ning reading. Then, in the early 80s, scholars who most influenced literacy Koskinen remarked, “The work of my early childhood literacy colleagues practices across three decades: 1970, Marie Clay…has had a strong influ- began talking about the one-to-one 1980, and 1990. While many indi- ence on the instructional practices intervention coming to the U.S. viduals in the field of literacy were of early childhood educators in pre- There was great excitement and identified for the significance of schools and the primary grades.” enthusiasm when Marie Clay brought their work, Marie Clay was the only her Reading Recovery program to According to survey respondents, scholar who was identified as a major The , primar- Marie Clay’s work during the 1980s influence across all three decades. ily because of the success of Reading built on and expanded her earlier

Fall 2007 Journal of Reading Recovery 107 Marie Clay: An Honored Mentor, Colleague, and Friend

work. Perhaps because the 1980s was has had a direct affect on instruction enhance, rather than hinder, literacy a prolific time for Clay, none of her in the many schools where it has development.” publications dominated the list, but a been implemented. It has also had Each decade of Clay’s work gave us wide number of books, chapters, and an indirect affect on our perspective new ideas and understandings about articles were mentioned. One anony- about remedial struggling readers. It literacy learning. In particular, she mous responder noted, “She changed is also consistent with the tenor of will be remembered for using obser- the way we assess and teach begin- the times politically…and remarkable vations of literacy behavior to cap- ning readers. Her influence is seen in in the sense that it has remained, for ture change over time, the notion of the acceptance of observation as an the most part above the fray—inside accelerated progress to bring children assessment tool. Also, she influenced and outside the field. An instructional back to a normal trajectory of prog- the shift from the medical model to practice that has components to ress, and “following the child” so that continuous, naturalistic assessment.” which a diverse range of researchers, reading work and problem solving is policymakers and teachers can relate.” With respect to the 1990s, Marie within the child’s capabilities. Marie According to Cathy Collins Block, Clay’s Reading Recovery work was Clay will be remembered as a splen- “Clay’s work changed our paradigm regarded as highly influential, and a did scholar and literacy leader. concerning early literacy. She showed number of her publications related to us that ‘waiting was not enough’— Reading Recovery were cited. David that teaching concepts of print could Reinking noted, “Reading Recovery

It is hard to find words to express what Marie Clay has meant to the field of reading education around the world. Who has done more to promote young children’s literacy? Who has done more to promote teachers’ professional knowledge, confidence, and practice? Who has done more to promote the concept of research-based practice and practice-based research? No one, I think. She was, in the truest sense of the word, a gem—a professional stone so unique, both in its origin and in the manner each facet was shaped by experience, that there is no other like it. Never has been. Never will be. She will be missed, as she is revered, by her colleagues, to be sure. But more importantly, she will be both missed and revered by the literally hundreds of thousands of children and parents whose lives have been forever changed by the important work she undertook throughout her life and career.

P. David Pearson, professor and dean, Graduate School of Education, University of California, Berkeley

108 Journal of Reading Recovery Fall 2007