DS had some developmental delays and was tested at 3.5. He wasn't particularly cooperative, so that is a factor to be weighed in, but his score was like 106. Fast forward to age 6 and he had a severe head injury prompting a visit to a neuropsych. His general ability index was around 133. Now he is 7 1/2 and was tested using the CogAt and the composite was in the mid 130's, so fairly close to the WISC IV score when he was 6., although the CogAT in general seems to be a silly test, esp when it is timed. But I thought it was interesting his score was close to his WISC score. So the score he had at 3 1/2 ended up being pretty meaningless. There is a bunch of research on this (see the book Nurture Shock or google "gifted and Nurture Shock"). The scores that preschoolers earn can change a lot just a few years later, unless they are at the extreme high or low end, because kids develop unevenly and a lot has to do with the environment at that age. For instance puzzles. Some kids do them, and would therefore do well on object assembly, because they have practice. Kids who live in an enriched environment with well educated parents and books will do better with vocabulary or naming pictures. If your child learns to read practically on her own before kindergarten starts, that would be a more definite sign of giftedness, IMO. Both of mine started reading shortly after they turned 4 and were fluent readers by the time K started. I gave them a little help though, so there are some kids who are gifted who don't start to read early.
DD was close to the cut-off making her one of the oldest kids in K, and we should have started her in K early, but I didn't want to be one of "those" parents who made all kinds of false assumptions about their child. So there is something to be said for thinking of this now, in case it does end up being a good idea to accelerate, but I wouldn't put too much weight on an IQ test at this point (unless, like I said, the score is extreme which in this case it isn't). Maybe re-test right before you need to make a decision, or just start her at the age when she should go, and accelerate later if it's not a good fit.
