Nice scores!
Overall, she does very well in every assessed area, with no unexpectedly low skill areas. The tasks you've pointed out as appearing low are both capped a bit by 1) the natural ceiling of the skill area. E.g., PD is phonics skills. Mastery in phonetic decoding caps out at about the late middle school level. The highest items in this skill area (not just on this test, but in general) also typically require some knowledge of classical roots and foreign loan words, which she may or may not have had exposure to, which leads to 2) instructional exposure. She's being instructed at the 4th grade level in math, so it would be surprising if she had many calculation skills beyond arithmetic. The top items on NO require fairly advanced math. And it's hard to solve systems of equations if you haven't been given the symbols for algebra.
I actually don't see clear data to definitively support a difference based on time constraints. Her reading and math fluency are both quite similar to her untimed performance, taking the above-listed considerations into account. I would also assume that her Word Reading score has to have been at least moderately strong for the Basic Reading Composite score to be what it is. Do you have a further breakdown of component scores for Oral Expression? There are three component scores, which can be quite diverse in some students.
BTW, are these age- or grade-normed numbers? Schools may make a reasonable argument for using grade norms in grade-advanced or -retained students. Either way, they can probably be used in advocacy for further acceleration, but if they were based on 4th grade norms, they would be even stronger evidence.
