Reading comprehension involves the interaction of cognitive processes. Regarding the "Bottom-up" and "Top-down" processing models in reading, mark T, for true, and F, for false: (__)The "Bottom-up" model suggests that reading is a linear process of decoding, starting from the smallest units (letters/phonemes) to larger units (words/sentences), implying that comprehension is primarily driven by the text itself rather than the reader's background knowledge. (__)The "Top-down" model emphasizes the reader's contribution, where background knowledge (schemata) and expectations are used to predict meaning, treating the text as a confirmation of hypotheses rather than just a source of raw data. (__)The "Interactive" model proposes that efficient reading involves a parallel and simultaneous operation of both bottom-up and top-down processes, where a deficit in one level (e.g., poor decoding) can be compensated by reliance on the other (e.g., strong context clues). (__)In the "Top-down" approach, the explicit teaching of phonics and isolated vocabulary is the primary pedagogical strategy, as understanding the whole requires mastering every individual part first. After analysis, select the alternative that presents the correct sequence of the items above, from top to bottom: