She, and others, contend these components of instruction are supported by educators of diverse educational perspectives. As one report states "Reading materials must be carefully chosen so as to be at the right reading level. Phonics instruction cannot stand alone". Moats contends that the principles essential to Whole Language, and those that render it ineffective and unfit for reading education are a) children learn to read from exposure to print, b) the hostility to drilling in phonics and other forms of direct instruction, and c) the tendency to endorse the use of context-clues and guess-work to decipher a word rather than phonemic decoding. In these and certain other tenets lie the essence and the error of Whole Language. Emphases on cultural diversity and quality literature is neither limited to Whole Language nor fundamental to it. Since 1996 "balanced literacy" has been suggested as an integrative approach, portrayed by its advocates as taking the best elements of both whole language and code-emphasizing phonics, something advocated by Adams in 1990. In 1996 the California Department of Education described the balanced approach as "one which combines the language and literature-rich activities associated with whole language with explicit teaching of the skills needed to decode words-for all children." At the same time, however, it took an increased interest in using phonics in schools. Then in 1997 the department called for grade one teaching in concepts about print, phonemic awareness, decoding and word recognition, and vocabulary and concept development. And, in 2014 the Department stated "Ensuring that children know how to decode regularly spelled one-syllable words by mid-first grade is crucial". It goes on to say that "Learners need to be phonemically aware (especially able to segment and blend phonemes)". In grades two and three children receive explicit instruction in advanced phonic-analysis and reading multi-syllabic and more complex words. The New York Public School system adopted balanced literacy as its literacy curriculum in 2003. However in 2015 it began a process to revise its English Language Arts Learning Standards calling for teaching involving "reading or literacy experiences" as well as phonemic awareness from prekindergarten to grade 1 and phonics and word recognition from grade 1 to grade 4. Other states, such as Ohio, Colorado, Minnesota, Mississippi and Arkansasa are continuing to emphasis the need for instruction in evidenced-based phonics. Critics of balance literacy have suggested that the term is just the disingenuous recasting of the very same whole language with obfuscating new terminology.