I actually think the dyslexia diagnosis is dead on; I've had suspicions of it for years and was told "it's too early to tell".
If you've suspected dyslexia for years, I'd suggest following up this eval with a reading specialist. As gabalyn mentioned, dyslexia is not typically diagnosed from ability/achievement testing alone - when my dd with reading challenges was assessed (more than once by different professionals) there was a checklist of criteria that included different types of tests/assessments and a certain # of criteria had to be met to be diagnosed. There are many different types of reading assessments that can be very useful in determining how to approach remediation for the reading challenge. If your dd has a reading challenge (which it sounds like she does), you'll want to know as much about the root causes as you can in order to make a plan forward for remediation and accommodation.
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She's NOT a fan of audio books
I don't know anything about audio challenges, but I wonder if there's a reason related to comprehension while listening to books that makes her not a fan? So so so very many kids I've known really love audiobooks, and they opened up the world to my dd who has a reading challenge.
I wonder if there was an issue with auditory processing if that might have impacted her PRI score also? One thing that was helpful for me in understanding the scatter in my 2e childrens' WISC scores was to look at how each subtest was administered - what type of question, was the question oral or did they have to read or look at the question, did they answer orally or have to write, was the subtest timed etc. It's possible if you look at that you may see a pattern that might help understand what's going on with the scores and with reading.
I'm also just curious if you saw scatter in the PRI subtest scores and if so how much and which were higher vs lower?
so the school's suggestion that I offer her audio books so she can continue to explore ideas at her interest and comprehension level without needing to read them while a reasonable suggestion isn't going to help. I don't want her to feel totally overwhelmed with the academic support work for the areas she struggles AND with enrichment stuff.
When our 2e children were young, it was *really* important to focus on the challenge part of the e for awhile, and it came at the expense of some of the enrichment they could have received for their strengths had they not been 2e. I am not saying *don't* push for academic challenges in your dd's areas of strength - push for all that you can - but wanted you to know that it's (jmo) very important to get the challenge figured out so that it can be remediated/accommodated appropriately so that your child will be able to "take off" once they get past the early challenge. It really did happen for my ds - all the focus on his challenge in elementary made it possible for him to be in a position to be successfully accelerated once he was in upper elementary and middle school. Had we changed out the balance and not put in the large effort on the challenge, I doubt he would have been able to keep up with the workload demand (not the intellectual piece, the part of each class that calls on the areas he was challenged in (written expression for ds). Had that happened, he would have been thousands of time more frustrated than he was in elementary school dealing with not having fully appropriate academic enrichment in elementary school.
Best wishes,
polarbear
