In the pedagogical design of English language teaching, textbooks, Teaching Learning Materials (TLMs), and remedial teaching play critical roles in bridging learning gaps and catering to diverse learners. Consider the following four advanced pedagogical propositions regarding TLMs, textbooks, and remedial instruction: I. Graded readers and authentic materials function as essential printed TLMs that must be carefully sequenced according to the learner's current linguistic proficiency and cognitive load, providing comprehensible input that scaffolds learners from mechanical decoding to autonomous global comprehension. II. Remedial teaching is solely a punitive administrative mechanism reserved for chronically underperforming students at the end of an academic term, completely divorced from continuous formative diagnostic assessment and ongoing classroom error analysis. III. According to modern educational design principles, textbooks should not merely serve as rigid, static repositories of declarative knowledge and rote exercises, but rather as flexible core resources that teachers must adapt, supplement, and contextualize to align with local sociocultural realities and individual learning styles. IV. Multisensory TLMs—incorporating visual, auditory, kinesthetic, and tactile modalities—are particularly indispensable in remedial English pedagogy for students with specific learning difficulties (such as dyslexia), as they facilitate alternative neural pathways for phonological processing and orthographic mapping. Identify the option that correctly evaluates the pedagogical, theoretical, and methodological validity of propositions I, II, III, and IV according to standard English language pedagogy and Remedial education principles.