JoAnna -
If the scores you are reporting are percentile ranks, she scored very high on the Woodcock Johnson tests across the board. WJ is not my favorite test because the test items are VERY brief and don't really replicate the skill as it is required in life and in the classroom. For instance, the reading tests are often only a line or two of text. This can be appropriate for a 1st grader, but not a 5th grader. It's just important to understand what the tests are measuring and the limits to the info they provide.

The tests I was thinking of are more about the underpinnings of reading - more diagnostic by measuring the subskills needed for reading, Here is one source that helps explain some of the tests. http://www.concordspedpac.org/Whichtest.htm

I am not suggesting your daughter has a reading disability - but some of the school difficulties you mention would be shared by students with dyslexia.

Also - if there is a family history of OCD, you are wise to keep an eye on it.

As far as teaching her the strategies for compensating for lower WM - here are two books that have great tips. She is still a bit young, but some of the strategies may be appropriate:
"No Mind Left Behind"
"Late, Lost and Unprepared".

I think you need to keep an eye on things - especially in the attention realm. But as chris says, de-stressing, learning to take academic risks, focusing on the learning process is what I'd do right now. She has amazing strengths and should feel confident about her ability as a student and a kid. Yes, it makes sense to learn strategies to help overcome weaker areas so that they don't pull her down. But many of the strategies are the ones that adults use all the time: Making lists, reviewing action plans, etc.

DeHe -
low processing can often look like low WM and cause some of the same problems - just for slightly different reasons. My son has very low processing speed - (borderline, yet his VCI and PRI are superior - talk about asynchronous development. Unfortunatly, it has gotten worse as he has gotten older,,,,)_

OT could help - on the WISC the PSI is a pen to paper test that requires visual discrimination and visual motor skills. OT addresses both of these. In fact, I wonder if the reason my son's PSI has dropped as he has aged is because he does not have OT anymore.

But, even if the visual processing improves, auditory processing might still remain slow. So, in conversations and in instructional situations, the student with low processing may still be on point one or two of the discussion while the teacher is on point 5.

As far as the block design - as the kids get older there are time bonuses for completing the designs quickly. For kids with poor visual motor skills, this can reduce their score. What you describe - not understanding how to fix a design although he recognized it was not correct is more of a limit of his visual spatial ability. This is precisely what Block design is measuring. Some aspects of VT might help with this - but it very might be just an indication of his cognitive strengths and weaknesses.