Personally, I would be disinclined to see dyslexia in those scores.
The psychologist was as well. The only thing is that her scores from school tests look nothing like that. Her reading MAPS scores (and math as well, for that matter) fluctuate wildly. In the fall, they might be in the 53rd and in the spring, the 89th and then back to the 70th and then another drop to the 61st. There is no pattern at all to her school achievement scores, but on MAPS she has never broken the 89th percentile for reading (math has been higher in the 90s at times).
Two weeks before the WIAT & GORT testing, she was given an oral reading test at school (DRA, I believe) that put her in the 50th percentile. Her DRA from the end of 2rd was higher grade level than from the end of 3rd. Then her GORT says that she's in the 99th for oral reading. I can't make heads nor tails of two oral reading tests being so divergent in such a short period!
Hmmm. So here are a couple of other things to consider in your sort:
I believe that MAP testing requires her to read off of a computer screen. That reduces her control over the position of the text relative to her eyes (think about how when we read a piece of paper we set it down in front of us and angle it a bit). It also introduces glare, reduces opportunities to finger track text, etc. It might be interesting for you to listen to her read a passage aloud from a computer screen vs. from a piece of paper. She is also probably reading passages for a longer period of time on a computer administered test than an individually administered test. If it is taking effort for her to track, a fatigue factor might be higher for MAP then for other tests.
At a certain level, the DRA is supposed to ask for silent rather than oral reading. It could be that the oral reading nets a higer outcome for her because it allows her to hear the words as well as see them. It could also be that the font size and spacing are different from test to test or as levels change. In the Rigby assessment (which I think is similar to DRA--I'm not familiar with GORT) the font and spacing shrink as the passage level increases. Does your daughter think she understands better when she reads out loud or when she reads silently?
Finally, there is some unavoidable subjectivity in the administration of these tests. In my school we frequently end up consulting with one another when deciding whether or not to accept an answer or not. Whether or not that answer is accepted determines whether or not the next passage is offered. Also, different tests/schools/districts have different approaches to determining level. In my district, we keep going until the child's level is "frustrational". If a teacher/school were to stop when a child first scored at an instructional level, they could come out with a very different result. I have had students test "instructional" at 3-4 levels before hitting a frustrational level. If I stopped at the first instructional level, the "score" would be very different than it is with our policy of continuing until frustration. Does either test have a grade level ceiling? That would impact scores as well.
An earlier poster made a great suggestion (sorry--I forget who's suggestion it was), which was to ask your daughter what specifically she finds difficult about reading and also to ask her about her testing experiences. You might ask her which test she thinks is the hardest, and why. My DD surprised me several years ago by spontaneously analyzing her difficulty with an oral reading test. It was a big "aha" moment for me both in understanding the score and in understanding her as a learner.
Sorry to keep adding my two cents
. I find the questions you are raising to be really interesting--I don't get to have these kinds of problem solving conversations during summer break. I must be going through withdrawal!
