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The goal of this article is to reflect upon the possible implicational relationships between the participation in different literacy events of two adult women who are at the beginning of their process of literacy and the mastery that they develop in the written modality of the language. As methodological tools, a semi-structured interview, as well as a dictation of words and sentences were formulated. The discussion was based on literacy theories, and the dictation was analyzed according to thedoi:10.14571/brajets.v11.n2.360-371 fatcat:ju5yckxgrfc5bmcy66zthflniq