Like Cricket, I'd be interested in knowing more about the actual spread between subtests - the further testing for ADHD/CAPD *might* have been because there was significant subtest spread, or it might have been because of behaviors/symptoms noted or concerns expressed by teachers/parents, or because of observations of learning style etc.
Whether or not she's 2e, if she seems to be struggling or have a challenge with reading (or anything else that impacts learning) - jmo, it's worth following up with further testing. Compensating may be "working" but she might also be missing out on opportunities simply because she's compensating, and this may start to impact her ability to achieve what she's capable of as she gets farther and farther along in school (and in life).
Just for an example - we have dyslexia and related disorders running rampant in my ds' family - but this wasn't something anyone recognized until the current generation of *younger* grandkids started school, struggles, and were identified with various related LDs. One of the older cousins had some challenges with reading when she was young and received help in school to learn to read, but she was never tested in a way to identify the cause of her struggles, and she was never officially diagnosed with an LD. She did really *really* well all the way through high school and even through college - but at the same time ,she spent much more time reading for comprehension than her peers did, so she missed out on extra-curricular activities in many instances and general social stuff because of the extra study time. Had she not been as driven a personality as she is, she might not have done as well in school. And it doesn't stop there - all along when she had standardized testing, her math scores rocked, but tests that depended on reading, while they were good scores they were *somewhat* lower than her math/writing scores. They weren't, however, low *enough* to raise any kind of red flags, and she was buzzing along very successfully from the looks of everything on paper - but no one else noticed a trend in those reading scores relative to the others, and no one else had a clue that way back when she was in K/1 she'd been in a special reading program or that reading continued to take her longer than her peers. Then - at the end of college - a very successful undergraduate run - she wanted to go on into med school. She missed getting into med school because she didn't qualify on part of the MCATs. If she'd had an LD diagnosis, she would have most likely been eligible for extended time on any type of standardized testing, which from what she's described, is really all she needs to allow her to show her knowledge on standardized testing. It wasn't until this time that she really became aware based on what she saw going on with the younger family members that she most likely had an LD and she did go back to her college disability services office to try to seek accommodations, but in order to do so she would have had to pay for neuropsych testing herself and didn't have the funds.
So - sorry for the long story! But please show this to your sister - it's going to be much easier to have her dd evaluated now than it might be when she's a young adult living on her own.
Best wishes,
polarbear
