1. Yes, all core subtests were administered.
2. Score changes: some caution should be exercised in a point-by-point comparison, as all the tests administered have been through major revisions in between evals. I'll try to explain a few of them:
WISC-IV vs WISC-V: Big picture--scores often correct to slightly lower numbers on re-test with a later edition, due to norm obsolescence inflating the earlier scores. The correction tends to be greater on more extreme scores (further away from 100). Also, the tests have slightly different structures.
The subtests you've noted as not done on the WISC-V are now either optional supplementary subtests, or gone altogether. Notably, her highest score in the PRI was Picture Concepts, which has been removed in favor of subtests with better psychometric qualities. PRI has been split into VSI and FRI, with additional subtests, so these are not easily compared between editions. It does make it clearer that visual spatial ability is lower than fluid reasoning ability though (the two were conflated on the -IV).
Given how you describe her emotional state around the time the first eval was done, it is not too surprising that her WMI and PSI have gone up, as they are both easily affected by emotional interference, especially anxiety. WMI also has a major change in composition, as it is now half auditory-symbolic memory and half visual-concrete memory.
I am also not entirely surprised by lower VCI scores. As vocabulary acquisition shifts from oral to written sources, beginning early in fourth grade, I often seen vocabulary and similarities (which relies on vocabulary knowledge, to some extent) scores slowly slide a bit in children with a history of reading challenges, as they are not keeping pace with their cognitive peers in terms of their exposure to the high-level language and vocabulary that a non-disabled cognitive peer would be receiving by reading. Her reading vocabulary skills have kept pace only with average peers, not with cognitive peers, which tends to support this hypothesis. The one academic achievement area that has gone up is the writing sample, which is scored mainly for content, and not so much for mechanics.
