Ooh, you are good, Elizabeth! Better pattern recognition/cyphering skills than I have, clearly. =)
I would suggest, Chrisa, that there may be some diversity among the cluster scores for the DAS-2. Were you provided with those numbers?
Another factor is that the norms for young children have a high degree of variability. Small differences in skill can constitute very large differences in standard scores. As expectations for the average child are rather low, a little bit of academic skill appears as a much larger normative difference. For example, most preschoolers are not even at the beginning stages of reading (age four is about when NT children start to be able to demonstrate pre-reading skills like segment syllables), so a preschooler that can read at all immediately jumps way up in the norms. Most preschoolers can count by rote, but cannot add and subtract, so a child who can do both (even if it's just single-digit, facts to ten) is also high in the norms.
A third factor is the unpredictable testability of preschoolers. It may be that the achievement tests were administered during a particularly accessible interval, while the cognitive instrument just didn't grab the interest of the child, or was during a specifically not-very-attentive 30-60 minutes.
IOW, the difference may or may not be meaningful, it may or may not reflect developmental qualities of the age that affect how comprehensively children display their skills on demand, and it may or may not suggest potential learning differences that require additional attention. There are still a lot of missing pieces needed to push all those uncertainties one way or the other.
On a side note, the DAS doesn't have an adaptive skill cluster. We can probably have a more informative discussion about this when you have access to the cluster and subtest scores from the DAS-II.
