Actually, her reading scores are better described as high average in grades 1, 2, and 4. (The 7th stanine is just outside of the average range, and the grade 4 result is actually inside the average range.) They were above the 90th %ile in grades 3 and 5, with the last score a fair amount above the 90th %ile in both reading fluency and comprehension.
Not denying that she is a strong reader now--just clarifying that she's made a bit of a leap in recent years, rather than being an exceptional reader all along. Also, it appears to have taken her a year to go from being a strong decoder to reading at a level of fluency comparable to her decoding skills. (Hence the dip from decoding scores on the Gates in grade 3, to the fluency scores in grade 4.) I should also note that, once one attains adult fluency levels, there is not much space at the top of the fluency norms to distinguish good readers from exceptional readers. To give you a sense of when these ceiling effects kick in, consider that average adult readers have an oral reading fluency of about 150 wcpm. And the average sixth grader has already just about met that benchmark. Beyond that, higher reading fluency does not always parallel increasing reading skill, as some excellent readers actually read aloud more slowly than some merely good readers, as they may slow down to read with expression, while good decoders without as strong of comprehension skills may rush through rote reading with less sense of the meaning.
The reading assessments literally consist of one to three minute reading samples, and don't really go deep. They are designed to screen for children with reading challenges, not really to distinguish the subtleties of high-achieving students with higher-level skills.
If considering supplementation with a significant cost in time and/or energy to the family, I would probably want more substantive data than the progress monitoring tools you have before making that kind of investment.
