RRD,
Yes, but not as strongly so. I would be more concerned with the rate of progress, and the way he reads, than with the oral/reading vocabulary difference. He learned rhyme fairly early, which is one of the early phonological processing skills, but may not have acquired the more sophisticated ones, such as phoneme isolation, deletion, substitution, or reversal. Can he segment sounds? (e.g., the word "stop" as s-t-o-p, or "crunch" as k-r-u-n-ch). Testing of phonological processing would probably be more relevant than reading vocabulary, at this point, as the expectations for 6 year olds are quite low, which means that deficits might not show up on testing. The most common PP deficits are also quite responsive to remediation, so another approach would be to start remediating for them anyway, without waiting for formal 2e data. Especially where he already hates to read.
