My first question is why she was tested. Are you trying to get her into a gifted program or were there other concerns?
If the program has a "cut off" score, and that's at issue, you'll want to ask about confidence intervals. The idea behind a confidence interval is that you get a single score (e.g. VCI 138) when you test that day, but you know that results would vary a bit if you tested the same child multiple days. The 95% confidence interval is a statistical projection of scores. The idea is that your child would have tested somewhere within that range on 95% of attempts. For another example, 3 points difference in the two FSIQ scores is probably well within the confidence interval and doesn't mean much of anything.
A great question to ask any time the assessor doesn't state it outright in the reports: In your professional opinion, is the FSIQ the best summary of her cognitive potential? Sometimes there's a significant discrepancy between the measures within the WISC-IV, and the FSIQ is not considered a good summary. I've seen reports where the school pysch says the highest subscore is a better measure for that reason, in particular. There are certain areas where I just defer to the expertise of the school psychologist, and this is one of them.
If the VCI and PRI switched in the past few years, that's probably because she's been doing more verbal work in the past few years than perceptual reasoning, which is hardly surprising. Some of the activities in this test are like things she does all the time in school, and she's more confident with those activities, that's all.
I'd be a little suspicious about a word reading score that's lower than both the pseudoword decoding (pure decoding of mostly nonsense words) and reading comprehension (of longer passages), but there's no reason that particular score should have any bearing on the discussion as far as I can tell. I'd put that one down to unfamiliar task as well. Teachers rarely hand a student a list of words in isolation and ask them to read the words out loud.
When we are testing for learning disabilities, we use these two assessments to look for unexplained underachievement: WIAT (achievement) scores that are significantly lower than the WISC (potential). Your daughter has the opposite phenomenon: measured achievement that is well above her measured potential. This is probably an indication of high motivation and quality education. Students with similar combinations and ranges of scores to this often grow up to be the most successful adults. There's a great deal in this world to be worried about, but I wouldn't spend too much time worrying about this kid.
