I was kind of assuming this thread was more concerned with btdt, but since Pemberley tossed it to me, I'll happily weigh in...
OP, your DD's profile looks to me very much like she has significant weaknesses in the areas associated with automaticity--phonological/auditory working memory is weak, visual-motor processing speed is weak. These are both associated with cognitive processes involved in acquiring reading and calculating fluency. (I'd be very interested to know how those WIAT-III scores actually break down by subtest.) Speed also likely affected one of the PRI subtests (block design).
Essentially, what happens is that individuals with automaticity weaknesses struggle to make the transition from consciously working through basic skills (applying phonics to decode words, counting out single digit addition/subtraction problems), to smoothly and efficiently applying those basic skills to solve higher-level problems (reading comprehension, higher level math problem solving).
As a second grader, most of her peers are still in the earlier stage, which is probably why the achievement scores are largely in the Average range (though, of course, even Average is well below expectations for a child of her cognition). I'm guessing the low score in Written Expression was Alphabet Writing Fluency? Her lowest Oral Language scores was an auditory memory task.
In the reasoning areas, which are her strengths, she did the best in the two concept formation tasks (VC-similarities & PR-picture concepts), which is a good sign for her higher level thinking and reasoning skills in both verbal and nonverbal domains. This suggests that basic skill remediation (or bridging with accommodations, if that proves to be warranted) should pay off well in terms of accessing comprehension and problem solving abilities. OTOH, if basic skills do not reach automaticity (or appropriate scaffolding is not provided), it is possible that these higher level abilities will not be identified or developed, as basic skills will interfere with abstract skills.
I would agree that intensive remediation now is more likely to allow her access to acceleration/enrichment at the level of her cognitive ability in the future. This does not mean that she spends no time on engaging and challenging ideas and topics, but I would direct these more toward areas that do not rely on mastery of basic skills.
