I have actually seen similar profiles before. Keeping in mind that she is still young, and not yet in the range where IQs are considered more stable, a reasonable interpretation of her current scores is that she is in the Superior/Very High range with respect to nonverbal skills (an excellent range, as it is high enough to be at the top of the class, but usually in the range for schools to accommodate more readily), but in the High Average range in verbal reasoning. I would guess that her High Average working memory may have resulted from a higher visual memory and a slightly lower auditory memory (though both were probably fine), based on her reasoning scores. Her speed is indeed exceptionally high, but is based on primarily rote tasks, which tends not to be as good a predictor of learning ability for novel and problem-solving tasks. (The FRI is the best predictor of that.)
Your reports of her classroom performance are quite consistent with her learning profile, as one would expect her to be very efficient with learned tasks (including decoding words and completing one-step calculations), but likely weakest in language comprehension. That she decodes at a fourth-grade level, is able to reason verbally in the High Average range, but has vocabulary only in the middle of the Average range suggests that she may actually be reading too quickly, and without sufficient reflection to make the verbal connections that would allow her to pick up vocabulary from context. In addition, a child of this age with higher verbal reasoning usually picks up more vocabulary than this from oral language.
It is quite possible that the behavior issues at school are related to boredom, but they may also be related to a gap between her language comprehension and her nonverbal reasoning. Do you have standardized achievement testing on her? Such as data on reading comprehension and math problem solving?
