In the theoretical paradigms of English Language Teaching (ELT) and psycholinguistic processing, the four foundational Language Skills—Listening, Speaking, Reading, and Writing (LSRW)—are categorized across primary axes such as receptive versus productive modalities and oral versus written mediums. Consider the following complex propositions regarding the LSRW skill continuum and cognitive processing: I. Listening and reading are classified as receptive skills where learners construct meaning by actively decoding and interpreting incoming acoustic or orthographic signals, utilizing top-down and bottom-up cognitive processing mechanisms rather than acting as passive recipients. II. Speaking and writing are designated as productive skills, requiring the externalization of internal linguistic competence through motor-expressive outputs that demand simultaneous control over syntax, pragmatics, vocabulary, and discourse coherence under real-time communicative pressures. III. In the natural developmental sequence of first-language acquisition, literacy development (reading and writing) invariably precedes oral-aural proficiency (listening and speaking), establishing a visual-orthographic foundation upon which auditory symbol decoding is subsequently built. IV. Top-down processing in reading and listening relies primarily on the decoding of individual phonemes, letters, and morphemes sequentially before building up to clausal and sentential meaning, whereas bottom-up processing utilizes prior schematic knowledge, context, and expectations to interpret incoming text. Identify the option that correctly evaluates the pedagogical and psycholinguistic validity of propositions I, II, III, and IV.