As it happens, many of the kinds of instruments that could be informative have already been administered, since it was research into speech and language.
Her CTOPP-2 scores are mainly notable for rapid naming at the same level as her apparent verbal intelligence, but well below her nonverbal. Phonological awareness is also at that level of concordance/discordance, with elision a little higher than the other scores. In a child of average intelligence, these scores would not be concerning. In a child of above average intelligence, I would want to keep an eye on the possibility of subtle dyslexic tendencies, and yes, dysgraphic tendencies, since the retrieval fluency area is consistently lower than her nonverbal intelligence.
The factors that are considered most frequently indicative of reading disabilities are phonological awareness, rapid naming (retrieval fluency), and phonological memory (which is why these three areas are assessed by the CTOPP). We know that one of them is weaker than her nonverbal ability, and a second has inconsistencies, some of which are also weaker than NV ability. The third area was not reported for the CTOPP, but is measured on the CELF and TAPS, usually.
In addition to these areas, fine motor coordination and challenges with automaticity can affect written expression (dysgraphia). The BOT-2 should give you some information on fine motor skills.
The GFTA and KLPA are more related to articulation, which is not as directly related to dyslexia/dysgraphia, except insofar as articulation is sometimes a manifestation of oral-motor apraxia, which is sometimes part of larger motor coordination problems, which, in turn, sometimes manifest as dysgraphia. (Whew!)
The key testing that would be important for ruling in/out dyslexia/dysgraphia would be achievement testing. Ideally, one would also want something like the PAL-2, which teases out different aspects of reading and writing skills, fluency, and comprehension.
But rather than seeking out specific additional testing, if you are really concerned about clearing up the question of dyslexia/dysgraphia, I would suggest taking your existing data to a neuro, school, or clinical psychologist with experience with stealth/compensated dyslexia in GT children, and having them make the decisions about additional testing, in case the traits that are red-flagging are indicative of something else, not dyslexia.
