I have a lot of thoughts on this

I have 2 2e kids. My EG ds has Developmental Coordination Disorder and Dysgraphia, and his PSI score from his most recent testing (at age 11) was just above 100. He is a kid with a very definite challenge (fine motor, handwriting, and expressive language), as well as very clear intellectual strengths. He is in a gifted program at school and does very well when he receives support for the areas he has challenges in (support can mean accommodations or remediation, depending on the challenge, the age, the expectations etc). My youngest dd is also 2e, but with a very *high* PSI score.
My son will be starting kindergarten this fall at a gifted school, and I'm having second thoughts.
How did he get into the school? Did he test in? Did you push for it or was there no question that he was accepted in? If the school feels he will be a good fit, then I wouldn't worry too much about it. Did the school do the WISC or was that done separately from the school's admission process?
I'd also consider what bar is set for admission to the school? Not all gifted schools have the same requirements - there can be a huge difference between a program that requires 99% on an ability test vs a program that requires 90%.
And... one last thought on worries over school... each school year is only one school year. Chances are that you'll probably have some year at some school somewhere that won't work the best or won't be ideal. If it happens, don't beat yourself up over it, make a correction and move on.
He has an overall IQ of 122, which was a bit lower than we'd expected.
Was there any split in his PRI/VCI scores? Or were they both above 130? I'm not quite sure why his FSIQ was so low if both PRI/VCI were above 130, but I'm not a professional, I'm just a mom looking at my ds' test scores, who had an "average" psi and not-so-high WM either... so most likely you should ignore me
This is probably because his working memory and processing speeds were average and high average, respectively. I know that gifted kids tend to score lower on those two parts of IQ tests, but I'm concerned that my son will be out of his element at the gifted school.
I think you'll see a lot of posts *here* from parents who's kids have that type of a split and also have challenges - but keep in mind, the people who are posting are probably more often the people who have a reason to post, which is typically some type of challenge. I think this type of split is not typical, but it also isn't necessarily meaningful (in terms of some type of challenge), unless you are seeing other things indicating your child has a challenge - and at 5, not having attended school yet or attempted typical academics, it's really early and you might not notice if he does have some type of challenge.
It's also possible age plays a part in the test scores - I've heard that IQ scores aren't necessarily stable/reliable until 8-10 years old, and when my ds was first tested at 5, and a gap between VCI/PRI and PSI was noted, the psychologist assumed the lower PSI score was due to perfectionism and not understanding (at 5) the importance of working quickly on a timed test.
[quoteHe really shines at visual/spatial things, and LOVES LOVES LOVES science. However, he's not reading, though he knows his letters and letter sounds.[/quote]
My ds wasn't reading at 5 either (as far as I knew). Within a few months of starting kindergarten, he was reading light-years above grade level. All kids are different with re to when they start reading, and I wouldn't necessarily see not reading yet as meaningful. Once he's in school, receiving regular instruction, if he's not progressing *then* I'd look for meaning in the WISC scores.
And what is the cutoff for determining a kid might be 2E?
There isn't a cut-off, because being "2E" means there is more going on than just a gap in test scores - there have to be other things happening that are observable and quantifiable - in my ds' case, for instance, the clues were in refusal to do schoolwork, handwriting characteristics, not meeting developmental milestones etc. When a learning disability/etc is diagnosed, there is usually a thorough evaluation that includes IQ/ability tests, achievement testing, observations, parent/teacher interviews etc. You can't just look at a set of test scores, see a gap, and assume a child is going to have a struggle in school.
I'm guessing that a kid who scores 130+ on all the other subtests but scores closer to 100 on working memory or processing speed might have a learning disorder, even though those scores are still within the "average" range, right?
The key word is "might".
Have you noticed anything else outside of the test scores that makes you think your ds possibly has a struggle with learning?
I just have the one kid, so I don't really know what's normal! Sometimes my son does things that make me think, wow, you are really clever, and sometimes I'm amazed he hasn't accidentally offed himself.
Sounds pretty typical to me

At least in my family lol!
Best wishes,
polarbear