4KK, I'm going to organize my response into a few categories:
1. Dyslexia: the classic three legs of effective decoding are phonological processing/phonemic awareness, phonological memory/working memory, and rapid naming. Your DC appears to have exceptionally strong skills in one of the three legs (RAN), average skills in another (auditory working memory), and significant weakness in the third (phonological processing). This is a profile that would quite frequently be found in learners with word-level reading difficulties (aka, dyslexia). So on that level, the evaluation findings do answer the question of whether there is evidence for a genuine reading difficulty. The good news is that phonemic awareness is the easiest of the three legs to remediate. As you are homeschooling, you are in a good position to intensively remediate. On my go-to list would be:
-All About Learning's reading and spelling curricula, which are designed for open-and-go homeschooling, and are comparatively affordable. Intended for 20-minute individual lessons 3-5 days a week, they are also easy to adapt for individual needs, by either accelerating or slowing down specific lessons.
https://www.allaboutlearningpress.com/-Logic of English's integrated reading, spelling, and writing curriculum, also designed for homeschooling, with options for schooling multiple levels at once.
https://www.logicofenglish.com/2. Memory: the memory measures exhibit a consistent picture of strength in narrative memory, and weakness in most other areas of memory. Your DC's verbal list recognition score suggests that encoding and retaining a list of disconnected words over a 30-minute-plus delay was much more challenging than encoding a retaining verbal information in presented in a meaningful narrative context. Immediate memory of visual elements, even in a familiar visual context, was similarly challenging, probably because the images weren't in a narrative context.
3. Thoughts on your gut feelings, and other comments: you haven't posted the other evaluative data (nor do you have to if you prefer not), but I would suspect that this child's verbal cognition is quite high, based on the story memory numbers. To platypus's comment on types of memory, it seems likely that your DC has been using strengths in narrative/associative memory and processing speed to mask challenges in fundamental decoding skills. The combination of the two strengths makes it easier for some learners to read by guessing from context, and by rapidly retrieving memorized words as whole words. This works up to a point, but is highly inefficient long term, and diverts substantial mental energy away from comprehension.
