ABILITY TO UNDERSTAND THE RELATIONSHIPS AMONG TWO OR MORE CONCEPTS
Children and adults with this dysfunction often have an inability to read an analog clock; to discern the difference between the hour and minute hands.
They have trouble with cause and effect relationships. Grammar and reading comprehension suffer because the relationships between elements or characters are not understood and in more severe cases the child reverses the letters b-d-p-q.
For many with this dysfunction, there is a constant sense of uncertainty about whether the intended meaning (while reading or listening) has been correctly understood.
The child does not understand math concepts. They can learn math procedures but have no idea of the meaning or “why” of the procedure. Mathematics is mechanical or procedural rather than conceptual.