Naming aphasia is a familiar and unfamiliar concept to most speech therapists because we encounter very few patients with a true diagnosis of naming aphasia in clinical practice, and in all types of aphasia, patients exhibit varying degrees of naming disorders. may be the only language impairment that remains in some aphasic patients during recovery. In other words, naming aphasia is a type of aphasia in which naming disorder is predominant, but naming disorder and naming aphasia are two different concepts in themselves. The classical theory is that the lesion is located in the posterior temporal gyrus of the dominant hemisphere or in the temporo-occipital region, and is characterized by fluency but lack of substantive words. In the more than 3 years that I have been practicing speech therapy, I have come into contact with only 2 patients with purely named aphasia. Patients diagnosed with naming aphasia have a naming disorder but actually have partially preserved oral expression. Patients can describe the function of a word when they cannot say it, for example, they cannot say fan, but they can say “It’s hot. There is wind” and make the gesture of fanning with the fan. Patients can also receive word choice prompts, picking out the correct name from the therapist’s list and saying it. When treating patients with purely naming aphasia, the main task we have to do is naming training. The following methods are commonly used in clinical practice: 1. Direct naming (naming training): naming objects or pictures of objects, assisting the patient to name them successfully through voice prompts, semantic prompts, and repetition, and then gradually reducing all kinds of prompts until the patient names them successfully. 2. Classification naming: On the basis of no visual input such as physical objects or pictures, the patient is given one classification at a time and asked to name a certain number of them in a certain time. For example, name 15 kinds of fruits within 1 minute. Semantic cues, action cues, voice cues and repetition are added in the process to assist the pathway. 3. Complete the naming of statements: Show the patient incomplete statements or paragraphs and let him complete them, such as “Xiao Ming suddenly felt dizzy and his mother rushed to take him to (?) to find (?). to find (?) Try to let the patient say the name in brackets directly, and let him or her read the whole sentence when he or she has difficulty in expressing himself or herself or help him or her read the whole sentence, and also supplement with writing training. 4.Listen to the question and answer naming: ask the patient a question and let him/her answer the name directly. For example, “What do you sleep on at night” and let them answer. The prompting method is the same as before. 5.Associative naming: Describe a scene or activity to the patient and ask him/her to name the things related to the scene or activity. For example, name the things you need to prepare for a hike in the countryside the next day, or the ingredients you need to prepare a dinner for the family tonight. The prompting method is the same as before. 6. Group training: Gather patients with similar functions together and let patients, their families and internship students do a game similar to “one guess” or “one description, one guess” to enhance the fun while naming training for patients.