In advanced second language pedagogy and psycholinguistic frameworks evaluating the four macro-skills (Listening, Speaking, Reading, Writing), comprehension proficiency and language processing involve intricate cognitive architectures. Consider the following four advanced propositions: I. In reading comprehension, bottom-up processing models posit that readers construct textual meaning by sequentially decoding lower-level orthographic symbols, phoneme-grapheme correspondences, lexical morphemes, and syntactic structures before integrating them into global semantic representations, whereas top-down models utilize prior knowledge, contextual schemata, and pragmatic expectations to predict and verify textual meaning. II. 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. III. In writing pedagogy, the process-writing approach treats composition as a recursive, non-linear cognitive journey comprising distinct pedagogical 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. 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, simultaneously managing structural cohesion, lexical appropriacy, and sociolinguistic norms. Identify the option that correctly evaluates the pedagogical, linguistic, and theoretical validity of propositions I, II, III, and IV according to modern language teaching methodology and Language skills principles.