In the advanced pedagogical analysis of the four macro-skills (Listening, Speaking, Reading, Writing) and psycholinguistic processing models, educators and applied linguists distinguish between various cognitive strategies, discourse modes, and sub-skills. Consider the following four advanced theoretical propositions regarding LSRW methodology: I. In reading comprehension pedagogy, 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 utilize prior knowledge, contextual schemata, and pragmatic expectations to predict and verify textual meaning. II. In writing pedagogy, the process-writing approach treats composition as a linear, static cognitive journey comprising rigid, non-overlapping stages—such as isolated prewriting, single-draft composition, and immediate final submission—thereby eliminating iterative revision and peer collaboration to optimize structural efficiency. 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 receptive (or decoding) modalities where learners must decode external acoustic or graphic signals into abstract cognitive concepts, while 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 second language acquisition theory and Language skills principles.