Twice exceptional child doing well except oral contributions to act or not

[Purpledolphin2]

My dyslexic dd is in year 7 and doing very well except for oral contributions and careless mistakes in maths and some other subjects. She was diagnosed with dyslexia between year 2 and 3, having a very high verbal reasoning score and very low processing speed. My question is should I be proactive with the school or is a watchful wait approach better? She still has significant difficulties with time telling on an analogue clock [ se is getting a digital watch for Christmas ] and can be forgetful but is managing by asking friends and writing reminders often on her hands! And any psychologists out there is it possible that er processing speed has caught up? Many thanks.

Don't wait and see ... intervene! I can't advise on dyslexia as my DS was super-dyspraxic but intervention (in Y3, he is now 22 and normal-ish) turned him round. We used a private ed psych and a supportive state school. Good luck.

What are the school saying about her?

My sons 17 completly number dyslexic doesn't tell the time unless it's digital, he is quite bright with English but anything to do with maths he really struggles. I wouldn't wait either hun Id intervien the system can take ages to set up support and assessments and I found its not always enough once you get the help.
My sons on the spectrum and has health issues but this out of all of his struggles was the big issue. He's has full time one to one support since starting school and is now at college still struggling as much so any help you can give will be a bonus.
Iv found in my case his struggles have gotten worse so best to intervien early.
Good luck to you op and your dc x

By twice exceptional do you mean gifted and ASD? If so ASD in any size shape and form will mean communication difficulties and so an explanation for the difficulty with oral contribution.It's so much easier to communicate by text when you can prepare and amend what you need to communicate.
Dd has ASD and all the associated difficulties and talents, her processing speed hasn't caught up but the ed psych has given her teachers and TAs strategies in order to help her so she has advance directives, pre prepared written notes and a TA who takes notes for her so that she can process them at her pace later. They are also aware that her ability to communicate verbally is dependent in part on a relationship with the person she needs to speak with, that she feels comfortable in her surroundings and that distractions and interruptions are managed.
In year seven I assume she is new to the school and is still finding her feet, the acoustics in dd's school drives her to distraction sometimes in year 9 but it was constantly in year seven.
I think you probably need to speak with the SENCo and discuss your daughter's difficulties and see what support can be offered.