sydness,
I don't see any individually-administered NRT in achievement in your summary. Did they give her subtests from the WJIII Achievement? Or any other instrument, like the WIAT or KTEA? I would like to see
1. word attack data, like the WJ Word Attack, KTEA Nonsense Word, or WIAT Pseudoword Reading, or the reading cluster from the PAL-2.
2. oral reading fluency testing, like the WIAT, KTEA, or PAL-2, or the GORT-5, specifically to see how accurate her word calling really is, not just how quickly she zips through it (speed vs accuracy)
3. phonological processing testing, like the CTOPP/CTOPP-2
4. in-depth writing testing, such as the PAL-2 writing cluster or TOWL-4
5. OT testing to look at/rule-out possible motor reasons for her low speed.
Her cognitive profile is pretty clearly a marked relative weakness in processing speed (not restricted to motor speed, either), consistent across the WISC and WJ speed/fluency tasks, in the context of likely overall Very Superior ability. Perceptual Reasoning did take a little hit via a probable low estimate in Block Design, which is a timed motor task, in addition to perceptual reasoning.
What you report about classroom concerns lines up with this, as all of the items you name involve automaticity, which is in the same category as cognitive fluency and processing speed. Although her high-level thinking and problem solving are excellent, she appears to have difficulty storing and/or retrieving rote symbolic information (such as letter/number formation, math facts, and possibly irregular spellings). Dyslexia has not necessarily been ruled out, as she may be reading using memorized whole words, without a solid phonetic grounding for decoding novel vocabulary. With her high verbal ability, oral vocabulary, and voracious reading habits, you might not discover this until she starts taking say, biology, chemistry, or ancient history, when phonics skills suddenly become important. How's her spelling? Is it noticeably discrepant from her reading or speaking vocabulary? That's usually a tipoff that we should be looking for compensated or stealth dyslexia.
You should also be looking at the differential diagnosis with dysgraphia.
Vision therapy may help her tracking and convergence, but I'm not so confident about the reversals. That usually has more to do with encoding letters/numerals as images, rather than symbols, which is more of a dyslexic brain phenomenon, where these symbols are being processed with a greater visual>verbal bias than in the brains of NT readers.
