In the pedagogical framework of English language teaching and second-language acquisition, the four foundational language skills—Listening, Speaking, Reading, and Writing (LSRW)—are categorized across dimensions of input/output and receptive/productive processing. Consider the following four advanced propositions regarding the LSRW skill continuum and pedagogical implementation: I. Listening and reading are classified as receptive (or passive) skills because learners process incoming textual or auditory data without exerting any cognitive effort or active mental construction of meaning, relying solely on bottom-up decoding. II. Speaking and writing are productive (or active) skills that require the externalization of internalized linguistic systems, where writing typically affords greater opportunities for recursive planning, structural revision, and lexical precision compared to the spontaneous real-time constraints of spoken discourse. III. In developmental sequence and natural acquisition order, children typically acquire oral-aural proficiency (listening and speaking) before formal literacy skills (reading and writing), establishing spoken language as the primary scaffolding substrate for subsequent print-based literacy. IV. Sub-skills such as scanning, skimming, and inferencing are exclusive to productive written output, whereas orthographic transcription, cohesive tie generation, and morphological inflection belong exclusively to receptive listening comprehension. Identify the option that correctly evaluates the pedagogical and psycholinguistic validity of propositions I, II, III, and IV according to language acquisition theory and Language skills principles.