In the advanced pedagogical framework of teaching the four macro-skills (Listening, Speaking, Reading, Writing), educators and psycholinguists analyze cognitive processing models, sub-skill hierarchies, and discourse modalities. Consider the following four advanced theoretical propositions: I. In reading comprehension, bottom-up processing models posit that readers construct meaning by sequentially decoding letters, phoneme-grapheme correspondences, morphemes, and syntactic structures before arriving at global comprehension, whereas top-down models rely on prior knowledge, contextual schemata, and cognitive expectations to predict and verify textual meaning. II. In writing pedagogy, the process-writing approach treats composition as a recursive, non-linear cognitive journey comprising distinct stages—such as prewriting, drafting, peer-reviewing, revising, and editing—thereby shifting instructional focus from the final polished product to the evolution of rhetorical thought and structural clarity. III. In listening comprehension pedagogy, intensive listening involves listening to extended spoken discourse or authentic broadcasts for global comprehension, pleasure, and general information acquisition without pausing, whereas extensive listening focuses on careful, detailed decoding of short audio segments to analyze phonological features, specific syntactic structures, or acoustic nuances. IV. Speaking and writing are classified as productive (or encoding) modalities where learners must transform abstract cognitive concepts, pragmatic intentions, and rhetorical frameworks into overt linguistic forms, managing structural cohesion and sociolinguistic appropriacy simultaneously. Identify the option that correctly evaluates the pedagogical, linguistic, and theoretical validity of propositions I, II, III, and IV according to modern second language acquisition theory and language skills principles.