A few thoughts for you re reading:
She actually (although having slightly higher scores) behaves less giftedly than her brother… for instance, he reads A LOT. She says she likes reading but prefers graphic novels (like Smile) to actual books, and I know she is at grade level. Unlike other gifted kids I've read about here who started reading in kindergarden, she is still not reading above grade level.
First thought - not all gifted kids (even EG/PG kids) love to read. My ds has gone through phases - he didn't start reading early, then learned to read in no time at all, but still didn't want to read for fun. The only fiction books we could get him to read before 4th grade were graphic novels, and he wasn't overly fond of them. Then in 4th grade he decided he wanted to see who could read a book faster - himself or his best friend. His best friend (not gifted) was a kid who read all the time. DS started reading the book bf was reading, finished it in less than a day, realized he loved the book, went through that series like lightning, begged for more books etc - and that went on for about 2 years, then he morphed back into his not-needing-to-read for fun mode.
On the flip side, we have a dd who has a challenge that impacted learning to read in a huge way, and it was so very subtle that it took a long time to recognize there was an issue at all. In Kindergarten she was ahead of grade level in reading, in 1st/2nd she was at grade level, but by the end of 2nd I'd started to wonder if something was up because she didn't ever want to read for fun. Her teacher also wondered if there was an issue because there huge difference in verbal comprehension vs reading level/comprehension. Her school reading specialist tested her and found no issues (she wasn't dyslexic and she was reading at grade level). In 3rd grade she slipped below grade level and her then-teacher blamed it on dd not trying. At that point we got outside testing (WJ-III Cog/Achievement) and found that she had a memory challenge associating letters with sounds. A follow up of comprehensive testing by a reading specialist confirmed the same issue.
I'm not suggesting your dd has the same issue - but I recounted that long story (sorry lol!) to lead up to this - it's important to keep in mind that the WISC is a set of specific tests that look at very specific skill sets. The specific challenge that impacts our dd isn't directly assessed on the WISC - our dd took the WISC and WJ-III Achievement tests not long after her reading eval, while still struggling with the letter-sound associations, and nothing at all showed up on the WISC as a concern.
Yikes, gotta go and I'm not quite finished with my thoughts - I'll come back later this afternoon and finish it off
Best wishes,
polarbear
