@calmom: Lol. We were hop, skipping, and jumping in glee at DD’s ACT score because not only did she earn that score with having timing issues in general, (and having really weird timing issues on the math part, which shocked her because she had always completed the practice math sections early and as I had said, was getting perfect scores in the practice math parts), but as luck would have it, she was sick that day of the test (she started coming down with a what we thought was a minor cold/sore throat the night before, but when I picked her up after the test, she had a fever and felt awful). So, I was not expecting her to score as high as she did. Do I think she could have scored 33-34 on another day and especially if she had extended time? Yes. But as I noted above, she said taking the ACT was a painful experience for her and she made me promise never to have her take another one. And her having done so well on the PSAT-10 (99th percentile), with no prior prep, is encouraging in that the SAT may be more her test and may better reflect her abilities. We shall see. In any event, I agree with you in that I am grateful and thrilled for that 30 ACT because for a kid with reading fluency issues, the reading and science parts of that test are painful. And if she never takes another standardized test again, at least the 30 ACT is a solid score. Will it get her into Harvard? No, but then again, she won’t be applying there. 
@compmom: I am looking into the Irlen Syndrome that you mentioned. I have purchased the Irlen transparencies and already she identified one color that seemed to make the text more readable. I will have her formally assessed though by an Irlen specialist. It’s funny because the more I read up on the Irlen stuff, the more her symptoms fit in with the issues that the color transparencies and tints are supposed to address. Thank you for pointing that out to me!
As to getting a 504, I do see that it may be difficult or not worth it. When I asked DD what kind of accommodations would help her in school, she said really her only problem with her in-class work is that she does not write as fast as her peers and has great difficulty in completing in-class essays for her English class and for AP World. And she said that when she has a long AP-like multiple choice test in AP World, she has trouble finishing the test because it takes her so long to read the questions. Now, I do not imagine that either of her teachers would give her more time for that without a 504 or IEP. And as even she pointed out, if she is not eligible for any accommodations on any standardized testing, then giving her extra time in her AP class will help her AP grade for sure, but will not help her on the actual AP exam, since she won’t get extra time there. So, since in her case, her AP World teacher is trying to give them a true AP experience, she does not think he will see any value in giving her extra essay time unless he is forced to. In fact, she brought in a blank index card to one of her DBQ tests in AP World to use as reading/underlining guide to help her read the articles and her teacher said he would “allow it this once” but that she will be not be able to use an index card as an aid on an actual AP test and therefore she should “not get used to using it for class tests”.
I had a long talk with her last night and read her all of your responses and she was pretty overwhelmed with gratitude that so many people who do not know her have taken the time out to write such thoughtful and helpful responses. I thank you all most sincerely.
Having read all of your responses, I realize how very little I know about LD’s and 504’s and IEP’s, etc. I have a lot more reading to do, that’s for sure.