His oral language is quite good, in the above average range, and commensurate with either his old or his new VCI. (Though closer, I think, to his old VCI).
Reading comprehension is above average, still considered commensurate with verbal ability, and consistent with his oral discourse comprehension. Basic reading skills are not as good, though solidly average; well below either old or new VCI. Notice that his decoding deteriorates in performance level as the decoding task becomes more challenging. He can read real words in isolation at a decent level, but starts to slide in the range when reading unknown words, and when reading in connected text. This is a profile consistent with dyslexia.
Writing is even more diverse. His spelling skills are below average (often the one place you can still see normative deficits in compensated dyslexics), and far below his VCI. In composing sentences, I think there are some effects here from spelling. He was able to combine sentences in complex/compound sentence structures, showing cause/effect relationships, but had more difficulty with sentence building, where you are provided one word, that you must use correctly in a sentence entirely of your own making. Often kids who can't spell compensate for that on sentence combining by using only words that are in the stimulus sentences. On sentence building, you can't do that, so they end up being marked off quite a bit for spelling and mechanics. His essay is very good, up in the ballpark of his VCI, but that's partly because spelling isn't as much of a factor (kids self-censor vocabulary, limiting it to words in their fluent spelling vocabulary), and partly because it's scored primarily for ideas and length of written product. His processing speed is okay, so he probably generated a decently-long essay, and his verbal reasoning is excellent, so he is likely to have given sufficient ideas and details.
Math is in the average range for computations and problem solving, which is okay. Lower than his VCI, but on par with his FRI, which is a better predictor of math ability than VCI is. Fact fluency, however, is generally below average. With decent processing speed, this probably isn't because of pure speed reasons; it looks more like the kind of automaticity problems that a lot of dyslexics and dysgraphics have.
(I'm assuming that the first "reading" refers to reading comprehension, and "math" to math problem solving.)
So his strengths and weaknesses pretty much line up with a kid with relative strengths in verbal comprehension, in the (Superior to) Very Superior range, but a compensated dyslexic profile, affecting automaticity of basic skills: phonetic decoding/decoding fluency, encoding, and math fact fluency.
