Mobile technologies used for education may offer advantages for children with Communication Disorders, among which we can find language disorders and speech disorders, which are identified in DSM-V. In this research, we have introduced two educational activities, “Matching Cards” and “Cards & Sounds”, based on the Montessori Method and which deal with the first stages of reading and writing. We have tested these two activities with children with and without Communication Disorders in order to study how they interact. These groups of children use a Tablet to perform the two activities, which vary in visual and auditory stimuli. The activities employ two touch interactions: tap and drag & drop. Based on Montessori, the activity and the interaction do not produce either positive or negative feedback. The analysis performed with the variables of time, interaction and mistake has shown that children from both groups change their efficiency of use. Differences regarding the interaction of children with and without Communication Disorders have also been observed. Additionally, children with Communication Disorders need additional strategies as explicit indicators in the interaction which may be a guide to be able to carry out specific actions.

用于教育的移动技术可能为患有沟通障碍的儿童提供优势，其中我们可以找到DSM-V中识别出的语言障碍和言语障碍。在这项研究中，我们介绍了两种教育活动，即“匹配卡片”和“卡片与声音”，这是基于蒙特梭利方法的，涉及阅读和写作的第一阶段。我们已经对有或没有沟通障碍的孩子测试了这两项活动，以研究他们如何互动。这些儿童组使用平板电脑执行两项活动，视觉和听觉刺激各不相同。这些活动采用两种触摸交互：点击和拖放。基于蒙台梭利，活动和交互不会产生正面或负面反馈。对时间，互动和错误变量进行的分析表明，两组儿童都改变了他们的使用效率。还观察到了有和没有沟通障碍的儿童之间的互动差异。此外，患有沟通障碍的儿童在互动中需要其他策略作为明确的指标，这可能是能够执行特定行动的指南。