It looks like it's possible she's 2e (gifted and potentially LD or other challenge). I'm just a parent so take what I have to say with a grain of salt, but fwiw I'm a parent with 2 2e kids. So here's what I see:
1) Her PRI score is close to her NNAT and CoGAT scores. If you don't have a copy of these test results I'd request it from the school. I think the NNAT is non-verbal, and therefore more likely to match PRI than VCI. The Cogat has both verbal and nonverbal, and it would be helpful to know which parts were administered (our school district only administers the verbal), and what her sub-scores were for each on the Cogat, to see if a pattern there reflects the pattern of high/lower scores on the WISC.
2) Did the person who administered the WISC note any anxiety or fatigue? I don't have time to google for it right now, but the WISC subtests are given in a specific order, so you could look for that order and see if her subtest scores decline with the order administered (indicating fatigue).
3) Her coding score is very low - my EG ds who has DCD and dysgraphia also had a coding score of around 7 when he took the WISC. While mixed in with other strong scores it might not seem like anything, it is actually hugely meaningful for him - not because he has a weakness with processing, but because it is indicating he has a neurological challenge impacting fine motor skills. Both coding and symbol search subtests are timed, but the symbol search only requires a child to circle a repeated symbol from a random field of symbols. The coding subtest requires the child to make a specific type of mark, hence fine motor challenges can impact the score. If there is a fine motor issue, that might be the reason you see a lower score in a broad achievement test category such as math when you aren't expecting it - if there is a timed test that requires written output for instance. If the fine motor challenge is significant, fluency tests (timed) often measure the inability to produce quick handwriting rather than measure knowledge for a child with a fine motor challenge.
3) The Beery VMI usually contains two subtests that differentiate between visual and motor integration skills - do you have the subtest scores? Looking at these alongside the WISC processing speed scores can provide insight.
4) You dd's score on the WISC VCI would have been much higher if she hadn't scored a 4 on Comprehension. Is this Picture Comprehension? I would look for a description of what is required on that subtest, as well as ask the psychologist who administered it specifically what she thinks happened with the test. It is so far off the other subtest scores that unless you can pinpoint some specific skill weakness that might be impacting it, I might doubt it's accuracy. The other VCI subtest scores are very close to her PRI subtest scores, which would fall somewhat in line with the NNAT and Cogat.
5) Lastly, I would take the anxiety seriously, and not assume that anxiety is the root of anything, but consider that it may be a symptom secondary to an underlying issue. There is a lot of variability in her test scores, which may be a sign of an undiagnosed LD.
Because of some significant issues such as refusing to do her work (usually writing), difficulty transitioning and with flexibility, screaming, hiding under her desk, and running from the classroom, we started testing for special ed.
My EG ds has an expressive language disorder which impacts written expression. He appeared to "refuse" to do writing assignments in early elementary - but he wasn't really refusing, the reality was he had no clue what to do, but because he was very bright his teacher thought he was being lazy and just not doing his work on purpose. As his parents, we knew he was very bright, and thought what was happening was perfectionism. As a result of none of us recognizing he had an actual learning challenge, he became extremely anxious and was on the verge of clinical depression when he was finally referred for testing at the end of 2nd grade. So - fwiw, my recommendation is that you find a neuropsychologist or educational psychologist or a school psychologist who will look at the overall bank of data you have - the ability vs achievement testing, classroom behavior, classroom academic work, developmental history, and additional testing, and try to put the puzzle pieces together to determine what is driving the issues with written work and behaviors at school.
When you talk to the school, I'd also request further testing of written expression - the TOWL (Test of Written Language) is what is typically used in our school district. I'd also request an OT eval if that wasn't included in the testing. I don't know if it's an issue or not, but google dysgraphia symptoms, and see if any of that fits anything you are seeing with your dd. At home, try giving her different types of writing assignments and see what is easier (or compare to school) - can she summarize a story? Can she write about factual info but is lost when you ask her to make up a story? Is the length and complexity of her writing significantly different when she uses handwriting vs telling you orally?
Put together any notes you have from your own observations and see how hey correlate with the test results you have. You most likely won't get it all neatly figured out overnight, but you have a lot of info already to start with.
Best wishes,
polarbear
