Generally speaking, it's better to wait for the data to come in before speculating, but with that caveat:
Some typical 2e profiles for GT/LD (aka, dyslexia, dyscalculia) might include large differences between cognitive indices (which your DC already displays), including personal weaknesses in areas such as working memory and/or processing speed (also your DC). On the achievement end, often the areas with the most abstract thinking will be highest, often commensurate or near-commensurate with the highest estimate of cognition: reading comprehension, math reasoning, oral expression are some of these areas. This may be paired with much lower basic skills: decoding (word reading), spelling, math calculations would be the prime ones. Not unusually, GT/LD learners can power through untimed basic skills in isolation, so don't test unduly low in those areas, but struggle with efficiency. In those cases, the academic weaknesses show up mainly in fluency: reading fluency/speed, math fluency, volume or speed of writing in extended writing tasks. I think you already have some anecdotal evidence in this area.
How one classifies the second e will depend on some other sources of information, such as measures of attention, auditory processing, phonological processing, fine motor coordination/visual motor integration, etc.
