pm'd you.
Hm. Outside of writing samples (which is not scored for spelling), these are all markedly low for someone with her reasoning ability. Depending on what you anticipate as her post-secondary path, you may wish to consider a trip through an OG-based spelling or decoding intervention (e.g., Logic of English, All About Spelling). Do you currently use assistive technology with her? At the secondary level, it would be reasonable to use all forms of AT at some point, depending on the instructional goal at that moment. Though read-aloud/text-to-speech is likely less useful than it might otherwise be, given her WM. I would let her use speech-to-text for first drafts, when writing, so that she can get her ideas down without worrying about spelling and punctuation, and then go back and revise with the word processor. I would also consider use of a calculator.
How are her fine motor skills?
She is retaining something, because her strong verbal comp scores all require long-term retrieval of learned verbal skills. Is there any kind of pattern you can see in either what she remembers, or under what conditions she seems to recall more easily? I'm going to speculate that she does better with narrative, meaningful, contextualized memory, than with symbolic and rote memory. She might do better with strategies that create context or narratives, such as mentally storing related facts in "rooms", or learning multiplication through mini-stories, like in Times Tales. Is her recognition memory (aka, multiple choice tests) any different than her free recall (open response)?
