Maryanne Wolf urges integrated approach in teaching literacy through multicomponent instruction

Maryanne Wolf’s recent paper, "Elbow Room: How the Reading Brain Informs the Teaching of Reading," published by the Albert Shanker Institute, is prompting renewed discussion about how literacy should be taught in schools. Harriett Janetos, an elementary school reading specialist with over 35 years of experience, reflects on Wolf’s work and its implications for classroom instruction.

Wolf’s research draws attention to the complexity of reading development and argues for what she calls “multicomponent instruction.” This approach emphasizes that all components of literacy must be taught at appropriate times and in effective ways. According to Wolf:

"I’ll begin as Emily Dickinson might have responded, had she been a neuroscientist instead of a poet: ‘Tell all the truth, but tell it slant; Success in Circuit lies.’ In this paper, the circuit refers to the brain’s circuit for reading . . . The ‘slanted truth’ is that, unlike oral language, there is no genetic program for written language to unfold naturally in the child. Reading is not natural at all. Rather, it is an invention that the brain learns due to a wonderful design principle, which allows the developing brain to form new connections among its original, genetically programmed processes like language, cognition, and vision. In other words, when a child learns to read, the brain learns how to connect the multiple processes that contribute to a new circuit for written language."

Wolf's perspective moves beyond traditional debates between "Balanced Literacy" and "Structured Literacy." The Albert Shanker Institute's introduction notes:

"Elbow Room is an invitation to move beyond false binaries in literacy debates and to see reading development as dynamic, requiring multiple emphases and areas of expertise in our teachers. The key for educators is knowing what to prioritize — when, and for how long — based on each learner’s strengths and needs . . . Wolf honors what educators already know, while inviting them to keep expanding that knowledge."

Janetos highlights how Wolf's framework encourages teachers not just to focus on one aspect—such as phonics or comprehension—but rather integrate foundational skills with broader knowledge-building activities throughout students' learning progression.

Wolf states: "The key for a teacher’s ability to teach the majority of our nation’s children is a systematic expansion of knowledge about all the processes involved in decoding and comprehension, while never cherry-picking a few of the processes based on the teacher’s original method of teaching."

Central to Wolf's argument is her use of POSSUM (phonology, orthography, semantics, syntax, understanding—the alphabetic principle—and morphology) as an updated set of foundational skills necessary for skilled reading. She writes:

"Our understanding of foundational skills has changed over time from the more traditional view that was articulated by the National Reading Panel two decades ago . . . In a more expanded view, each of these areas is broadened, deepened, made more specific and more inclusive of spoken language processes."

Wolf cautions against focusing too narrowly on either code-based or meaning-based instruction. She expands upon this concern:

"Most phonics instruction does not give sufficiently explicit attention to connecting decoding processes to the various semantic, syntactic, and morphological aspects of word knowledge—all of which contribute to fluency at both word and connected text levels. Further there is often insufficient attention to immediately applying fluent decoding skills to stories and connected text – an area where balanced literacy and whole-language trained teachers excel. The skills of these teachers should never go unutilized."

Janetos also describes practical strategies she uses with her students—combining decodable texts with informational content—to support both phonics development and broader knowledge-building.

The orchestral metaphor recurs throughout Wolf's paper: "At different points in development one emphasis may carry the melody while another plays harmony yet neither is ever absent from instruction." Jan Wasowicz from The Language Literacy Network offers similar imagery: "Multicomponent literacy instruction...is more like preparing an orchestra: at first...a smaller section...while other sections are being tuned separately. As students gain proficiency more instruments are added until eventually full ensemble..."

The goal shared by researchers such as Maryanne Wolf and practitioners like Janetos appears focused on moving past divisive debates known as “the reading wars.” Instead they advocate combining insights from various approaches so children can learn effectively.

As Esther Quintero from Albert Shanker Institute observes:

"I think understanding Elbow Room requires easing some mindsets and language we usually bring...It’s not about throwing out what’s established but about freeing that knowledge from straitjackets...It feels like an invitation…to let connections rather than divisions come into view."

This collaborative spirit aligns with recent comprehensive reviews conducted by researchers affiliated with organizations such as the Albert Shanker Institute, University of Miami,and Rutgers Graduate School of Education who have examined national K-12 school finance systems across all states—a reminder that systemic improvements depend on integrating research evidence into practice.

Wolf concludes: "Phonemes need letters. Phonics needs semantics syntax morpheme knowledge.Words need stories.The reading brain connects all these processes,and so should our teaching."