In the pedagogical framework of the four macro skills—Listening, Speaking, Reading, and Writing (LSRW)—reading comprehension is frequently analyzed through different cognitive processing models. Consider the following advanced propositions regarding top-down and bottom-up reading models:I. The bottom-up model posits that reading is primarily a linear, text-driven process where the reader decodes individual letters into phonemes, combines phonemes into words, and synthesizes words into phrases and sentences to derive meaning.II. The top-down model asserts that reading is a psycholinguistic guessing game driven by the reader's prior knowledge, cognitive expectations, and contextual schemata, where text is merely sampled to confirm hypotheses rather than decoded laboriously word by word.III. Modern reading pedagogy and schema theory suggest that proficient adult readers rely exclusively on top-down processing, rendering bottom-up orthographic decoding entirely obsolete once basic literacy is acquired.IV. Interactive reading models combine both bottom-up and top-down processing simultaneously, recognizing that skilled readers dynamically alternate between decoding textual details and utilizing background knowledge to resolve ambiguities.Identify the option that correctly evaluates the pedagogical and psycholinguistic validity of propositions I, II, III, and IV.