Background: Current clinical approaches to the treatment of spoken word-finding difficulties in acquired aphasia encourage multimodal cueing, especially the joint application of written and spoken forms. Research that exclusively examines the effects and mechanisms of written cues is limited, with most studies engaging written forms only as part of a multimodal therapy. Parameters for ideal orthographic cue size and mode of delivery have yet to be determined, and the duration of orthographic facilitation effects needs to be clarified. Aims: (1) What is the optimal unit of orthographic cueing (single letter or the entire word) and how durable are the effects (length of time that naming remains successful post-cueing)? (2) Are orthographic cues alone less effective when compared to orthographic-and-phonological cue combinations? Method and Procedures: Five English-speaking monolinguals with post-stroke anomia completed a facilitation study, focusing on cued single spoken-word picture-naming. Linguistic unit (initial letter of the word vs. whole word) and cueing medium ('orthographic-only' vs. 'combined orthographic and phonological') were manipulated, with naming accuracy and response times (RTs) measured. Naming performance was evaluated at baseline and at two post-facilitation time points (15 min and 1 week post-facilitation). Outcomes and Results: Three outcome measures--number of items accurately named as initial and final naming responses (accuracy scores), as well as RTs--were analysed for each participant, with effects of repeated exposure (if any) taken into account. Three participants significantly improved following whole word 'orthography-only' cues on at least one of the outcomes, whilst one participant improved following initial letter written-only cues. For 'combined orthographic-and-phonological' cues, two participants also benefitted when given the entire word, but none significantly improved with initial letter multimodal cueing. Conclusions and Implications: (1) This study provides case-level evidence on the efficacy of 'orthography-only' cues (both 'Initial letter' and 'Whole word' levels) to improve spoken naming, extending previously documented effects of a single application of a written cue to potentially 1 week later. This suggests a one-off application of a written cue could potentially be more durable than previously thought. (2) There is also evidence from two participants who benefitted from a combined orthographic-and-phonological cue, although these effects were comparatively short-lived. Taken together, these results caution a need to be sensitive to individuals' residual strengths/weaknesses post-stroke, rather than advocating the same strategy for all, including the indiscriminate use of multimodal cues. Our findings also provide a basis for further exploration of orthographic cueing as a therapeutic intervention for post-stroke word-finding deficits.