WIAT is not designed as a test for giftedness. It's also not what English extension should be based on. It's a test that identifies students' strengths and weaknesses. It appears from the scores you posted that your DD has strengths in English and a weakness in maths. IIRC the weakness in mathematics is quite significant for at least one area.
This indicates that she might need some intervention in Mathematics and that her English skills are such that she should be working in the 'top groups' within her classroom - Guided Reading with similar peers at a high reading level, spelling lists that contain more complex words etc. With the current pedagogy of differentiation and the new curriculum, extension isn't necessarily what parents expect it to be.
The traditional view of extension is that students are presented with, and expected to complete work that is above their Year Level. For some educators, the idea of extension has been that the student simply does more of the same work than everyone else. Differentiation means that the student is doing work that enriches their experience and extends it in lateral directions to give depth to their experiences. For example a student who has high reading comprehension might be given a more detailed Reading Response task that asks higher level applied and inferential questions. They might work more independently than the student who is reading the same level but still learning to Make Connections in their reading.
It has been my experience that many students are able to decode, and some even to comprehend at a significantly higher level than they can spell or construct writing. Therefore it is sometimes appropriate to extend in some areas of a subject but not others. A child struggling with letter formation may not begin using joined writing at the beginning of Year 3 as they have not yet mastered unjoined writing. Therefore they might spend longer on handwriting practice even though they are being extended in spelling through more complex words.
I have never heard of a person having a high IQ in a particular subject area. It is my understanding that your IQ is your IQ and it's not measured in parts. A strength in a subject doesn't mean the child is ready for working above year level, nor is this usually appropriate. However it is frequently possible for the child to do some work that delves deeper into what is being presented.
I would make a time to talk with your child's teacher and discuss the results to see what strategies can be put in place to assist your DD to work on more lateral and independent tasks.
ETA: lotsa - I would say that is incorrect because there is an Australian Standardised Edition used here.
Edited by howdo, 23 February 2013 - 10:03 PM.