All of the areas of weakness that you listed from the 2012 eval have to do with speed (even without fine motor), with the exception of phonological memory, suggesting a generalized weakness in retrieval fluency. Her lwi and wa scores from 2012 are solidly average, which is probably why reading was not added to her IEP at the time, although I note that accuracy falls in connected text. I'm a little surprised that the sped teacher was able to justify adding reading based on her recent comprehension scores, unless the cognitive measures are above average. Not that it's a bad idea to add the service. Just that I would have discussed it earlier, based on the GORT results, rather than these comprehension results. If her isolated accuracy is good, but her fluency is not, what probably happens is that she can only do one aspect of reading at a time (decode or comprehend).
Interesting that her phonological memory was weaker than her symbolic working memory. Probably related to the Dx of dyslexia, as it interferes with achieving automaticity for phoneme-grapheme associations (orthographic mapping).
I see that you did not have a comprehensive cognitive instrument administered. I hope a complete battery was done at some point, as her processing speed scores on the WJ BIA (visual matching) probably pulled her overall score down quite a bit. There are only three subtests in the BIA, which could have given an inaccurate picture of her potential, if not interpreted with care.
