So his EI eval definitely found language skills slightly below cognition (the gap has widened even further, since), and articulation markedly below both cognition and language. Articulation delays can affect phonics and phonological awareness significantly, as they break sound-symbol correspondence (the sound he produces when he says or reads a word does not match the spelling/phonemes, because he is not using standard articulation). Notably, you listed a number of motor coordination tasks that were late developing for him, which suggests that there may be some kind of motor planning or motor coordination, or automaticity factor in play, which would indicate that further evaluation by an occupational therapist (and possibly a physical therapist, if there are lingering gross motor delays) might be in order. I distinguish between novel motor activities and routine motor activities, as he is described as having strengths on several creative and novel perceptual-motor tasks (Block Design, Legos, etc.). Handwriting is another issue, as are bike-riding, swimming, tying shoelaces, learning to swing, holding a fork properly, dressing oneself, etc.
And, as an aside, I have every sympathy for the school evaluator, as that is my professional role as well. But the reality is, most training programs allot very little instructional time to GT, let alone 2e. I have benefited from many other sources of skill development.
