susanic,
Thanks for posting the additional scores - they help clarify things!

It does look like there could be some kind of reading issue emerging. At her age, it is still hard to tell, but the GORT fluency scores are quite low and she also has a relative weakness in the area of rapid naming. Rapid naming skills are often connected to fluency - the speed and accuracy that one reads. Lower fluency can cause trouble in later years with comprehension and work completion.

Her phonological scores on CTOPP seem ok, as do her Kaufman reading scores. It seems that that the struggle is more around the fluency/processing aspect of reading - and we saw that in cognitive testing too. Her spelling was a relative weakness - and this is often a tell tale sign of difficulty with some aspects of phonological processing (decoding and encoding are connected).

Tell us a bit about her oral expression skills. Does she sometimes have trouble finding the right the word, and or substituting a word or description of a word when speaking? How is she at reciting the days of week, months of the year, reciting in order starting at say June? Often times, children with fluency issues have trouble with these rote tasks. It is not a lack of knowledge - instead a difficulty with storage and retrieval. In later grades this can impact reading, writing, and math computation.

I again see strengths in verbal reasoning - look at the listening comprehension score. I would suspect that she would do well on the GORT comprehension test. Did they administer the Kaufman comprehension test? I would bet her score was solid.

Like the cognitive testing - reading evaluations can be a bit unreliable and changeable at her age. My profoundly dyslexic son scored fairly well on certain reading tests at age 6. But as early as age 7, his scores began to tank. If you think about what they are expected to know and do at 6 years old, there isn't a lot. "the race" just started, and it hasn't been very long - so it is hard to get very far behind. I would keep a close eye to be sure that she continues to progress as expected - to keep an eye on fluency issues - and to make sure that her reading skills reflect her amazing verbal reasoning abilities.

And - let me be clear that I can not diagnose anyone with a reading disability. I am just a mom and special ed advocate that has seen a lot of evaluation reports and kids. Your child has some very good strengths - but the relative weaknesses in the areas of processing, fluency and rapid naming are worth keeping an eye on. If you notice ANY trouble at school with table top tasks, I would be right on top of it. She is bright - and I would hate to see her feel otherwise if a disability is in her way.

As far as the ADHD - this is tricky. ADHD and learning disabilities often are comorbid. But, LD's can often look like ADHD. With my son, we chose to treat the LD's first, try things such as vision therapy and OT before considering ADHD. As it turns out, he does have ADHD-inattentive. AND - medication is very important to his overall remediation. It helps him take advantage of remedial instruction in a way that he is not able without medication. I wish I had addressed attention sooner. But, I felt I had to rule out other "look alikes" first. It is not an easy diagnosis to make - and very emotionally loaded - at least for me.

Here is a great article that can get you started:
http://www.greatschools.org/special-education/LD-ADHD/743-reading-disorder-or-developmental-lag.gs
Also - if you like to read, I suggest
Over Coming Dyslexia http://www.amazon.com/Overcoming-Dyslexia-Complete-Science-Based-Problems/dp/0375400125
Straight Talk About Reading
http://www.amazon.com/Straight-Talk...mp;s=books&qid=1304941257&sr=1-1

Best of luck!!