OK, here goes, reading out loud she is very slow, there's no real flow to what she's reading, she'll quite often lose track and need to go back over what she's read. She has a habit of reading what she thinks should come next rather than what's on the page. She has never got the hang of being able to blend phonetic sounds, we've had her struggle over reading 'it' in the past, sounding out the i and the t but not being able to put the two together. She will mix up from/for, stared/started (can't think of any other examples but there's a few). If there's an unfamiliar name, for example the book she's reading currently has a character named Sheena in it, even though it should be relatively easy to sound out she reads it differently each time.
She enjoys being read to and does understand age appropriate material well. She definitely reads better in her head than out loud but her comprehension of the material would be better if it was read to her.
Spelling is slowly starting to improve with practice. I guess she spells phonetically but as she doesn't really get phonetics it can get very confused, if that makes any sense at all? We've been working on the magic e recently but she's still writing bit instead of bite, bak instead of bake. Writing wise she misses words out of sentences and can get her ideas muddled so it doesn't flow well. I've tried to get her to plan out a piece of writing beforehand when she has time which does help a little but obviously she doesn't always have time to do this.
You're right about the Ed Psych report, I guess I'm just looking for something to back up my suspicions. It doesn't help that her younger brother (year 3) is a bit of a bookworm and reads brilliantly, has a spelling age of 14 years, and they were both given the same level for a piece of written work the whole school did recently as a marking moderation exercise, I think this knocks her confidence quite a bit and I don't really know the best way to deal with this.