IMPAIRED NAMING AND PRESERVED READING - A COMPLETE DISSOCIATION

This study examines the relationship between reading and naming in an anemic patient whose verbal comprehension skills were intact. In spite of very poor naming skills, his ability to read irregular words was w ell preserved. Moreover, his naming remained impaired in conditions wh en he had read the same word only a few minutes or even seconds before and there was unexpectedly little overlap between his performance on the two tasks. The implications of these results for current models of reading and naming are discussed.