The ACT Reading section punishes students who read passively — four passages in 35 minutes requires a deliberate strategy for extracting main ideas and locating evidence fast. David, who scored a 36 composite, teaches a structured approach to each passage type so students spend less time rereading and more time answering confidently.

I am a graduate student living in New York and have been tutoring and teaching test prep classes for the past several years. I love working with students to help them gain confidence and understanding in subjects that have been giving them trouble, and I strive to make learning the most positive and enjoyable experience possible!

Speed is the hidden obstacle on ACT Reading: four passages, 40 questions, 35 minutes. Nisarg teaches an active-reading method where students annotate for argument structure and tone as they go, so they can answer inference and main-idea questions without re-reading entire paragraphs. His 34 ACT composite backs up the approach.

I am currently a senior at the University of Minnesota, Twin Cities, and I am double majoring in Genetics, Cell Biology, and Development and French. I am pre-med, so I do hope to go to medical school next year and am currently in the process of applying. I graduated from Hinsdale Central High School in 2012, and there I was a member of the National Honors Society which was my first experience with tutoring. I am currently a volunteer at the University of Minnesota Masonic Children's Hospital, and I help patients and siblings with homework and reading there, as well.

Rohit reads critically for a living — coaching debate requires dissecting arguments in dense source material every week. On the ACT Reading section, he teaches students to map each passage's structure in the first 90 seconds so they can answer inference and purpose questions without re-reading entire paragraphs. That efficiency is what turned his own prep into a 35 composite score.

I am a rising senior at Pomona College, a small liberal arts college in California, majoring in Public Policy Analysis with a concentration in Economics and a minor in Mathematics. Born and raised just outside of Minneapolis, I am excited to be tutoring in the area. I've studied a variety of topics over the course of my academic career, but I feel especially confident in my knowledge base and tutoring ability in math, history, and standardized testing (especially the ACT).

Reading dense scientific passages under a time crunch is something Marika does in her veterinary program every day, and the ACT Reading section demands that same skill. She teaches students to identify the question type first — main idea, inference, detail, vocabulary-in-context — and then read strategically instead of re-reading entire passages. Her 32 ACT composite backs up the approach.

Five years of teaching and tutoring language arts means Abbey has watched students make the same ACT Reading mistakes in real time — rushing through prose fiction passages, second-guessing inference questions, losing minutes to re-reading instead of strategically scanning. Her English and Journalism training at the University of Minnesota keeps her anchored in how authors construct arguments and narratives, which she uses to teach students to anticipate what the questions will ask before they finish the passage. A 33 ACT composite confirms she knows the test's rhythm firsthand.

I am an incoming Epidemiology and Global Health Master of Public Health student at the University of Minnesota. I received my undergraduate degree in Mathematics from Grinnell College in 2020 and also have extensive coursework in philosophy, biology, chemistry, and physics. I worked as a calculus tutor in Grinnell's math lab and tutored a professor's 8th grader in recreational math, competition problems, and ACT math test prep. I'm an alumni of the Johns Hopkins Center for Talented Youth (CTY) and enjoy juggling, sudoku, and creating origami tessellations.

The ACT Reading section gives students just 35 minutes to process four dense passages across prose fiction, social science, humanities, and natural science. Emily breaks down each passage type differently — teaching students when to skim for structure versus when to read closely for tone — so they stop running out of time on the final passage.

I'm a student at the University of Minnesota studying Computer Science with a minor in music. I have a wide variety of experience in many math and science subjects and programming in various languages. I know exactly what it is like to be a student in the subjects I'm tutoring, to struggle with the material, to finally get to that point understand it all. I love learning and to help others out with their work when they're struggling to learn, and I'm excited to share my passions with you!

I am particularly passionate about math as well as standardized test prep. I studied math on a double-accelerated track throughout middle school and high school, covering math from algebra to multivariable calculus. Aside from teaching academic subjects, I am also trained in playing the piano and violin, having taken lessons for piano from the ages of 4 to 18 and playing violin in my school orchestra from 5th to 12th grade. I love working with students to improve their skills in an area of study, and my favorite part is getting to see them gain confidence in themselves and their own abilities!

Most ACT Reading mistakes come from time pressure, not comprehension — students understand the passage but spend too long hunting for the right evidence. Brian teaches a passage-mapping strategy that cuts search time and keeps students anchored to what the text actually says versus what seems right. His own 34 ACT composite backs up an approach built on active reading rather than passive re-reading.

Reading comprehension on the ACT is less about understanding every word and more about knowing where to look. Cleo teaches students to map each passage's argument structure before touching the questions, a technique especially useful on the paired-viewpoint passages where two authors disagree. Her 32 ACT composite backs up the strategy.

The ACT Reading section rewards students who can quickly distinguish between what a passage says and what it implies — a skill Audrey sharpened through years of close reading in her Classical and Ancient Mediterranean studies program. She teaches specific strategies for each passage type, from prose fiction to natural science, so students stop second-guessing between the last two answer choices. Rated 4.9 by students.

The ACT Reading section rewards students who can quickly distinguish main arguments from supporting details across four dense passages. Matt, who minors in creative writing and reads voraciously on his own time, teaches a passage-mapping strategy that cuts through social science and humanities texts in under four minutes each. His 34 ACT composite shows the approach works under real test pressure.

The ACT Reading section rewards a specific skill: finding evidence quickly in dense passages across four genres — prose fiction, social science, humanities, and natural science. Jane's 33 ACT composite and her daily habit of reading across disciplines mean she knows how to parse unfamiliar material under time pressure and teach others to do the same. She breaks each passage type into a targeted strategy so students stop second-guessing their answers.

I am good at (math and science) and what I'm passionate about (teaching others) to empower students to achieve their goals.

The ACT Reading section gives students just 35 minutes for four dense passages, which means speed and strategy matter as much as comprehension. Danae — a political science and Spanish double major who reads critically across disciplines — teaches students to identify passage structure quickly and locate evidence without re-reading entire paragraphs. Her 33 composite ACT score reflects how well this approach works under pressure.

The ACT Reading section isn't really about reading — it's about quickly identifying what the question is actually asking and locating evidence under time pressure. Tully scored a 34 ACT composite and teaches a passage-mapping strategy that cuts down on re-reading, especially for the paired-passage and inference questions that trip up most students.

I'm Lilly, a junior at the University of Minnesota studying Product Design and Mathematics. I have a long history of taking standardized tests (SAT, ACT, and 14 APs), so I know that they can be a major point of stress. I'm dedicated to seeing you succeed in any and all tests you need to take through test-taking strategies and material mastery instruction. I look forwarding to meeting you!

I am a current Ph.D. student at the University of Minnesota studying social psychology. I received a B.A. in Psychology and Mathematics/Statistics from Luther College in 2016, as well as completing a minor in environmental studies. I was a math tutor for three years as an undergraduate and worked primarily with first and second-year undergraduates in Pre-calculus and Calculus I.

I am an undergraduate student in my final year at the University of Minnesota studying Bioproducts and Biosystems Engineering.

I am a great tutor because I have a lifelong passion for learning that I can't keep to myself. I feel joy when I share things I learn with others. I am an effective tutor because I listen to students' needs and concerns, and I understand that learning is a process and that people have different learning styles, strengths, and interests. Tutoring is a blend of what you know, what you can articulate to the student, and what their needs are. I seek to fulfill all those aspects in my students.

I am a sophomore at the University of Minnesota majoring in Economics. I enjoy helping people learn because I believe true mastery of a subject is being able to teach it. My promise to the students I work with is to put in as much work as they do. I firmly believe that what you get out of something depends on what you put in, so whatever a student will put in I will give back.

Most ACT Reading mistakes come from spending too long on the passages and rushing through the questions. Steve flips that instinct — he teaches a strategic reading method that identifies argument structure and key details in under three minutes per passage, leaving more time for the questions that actually earn points.

The ACT Reading section isn't really about reading — it's about quickly locating evidence and matching it to answer choices under a brutal time constraint. Nicholas, who earned a perfect 36 composite, teaches a systematic passage-attack strategy that prioritizes where to look over how fast to read, cutting down the guesswork that costs students points in the final minutes.

Ryne earned a perfect 36 ACT composite, which means he knows firsthand how to handle the Reading section's brutal pacing — 40 questions in 35 minutes with no room for second-guessing. His political science training built a habit of quickly dissecting competing claims in dense texts, and he applies that to teaching students how dual passages and paired questions try to blur the line between an author's actual position and a tempting distortion. Rated 4.9 by students.

Most students lose points on ACT Reading not because they can't comprehend the passages but because they spend too long re-reading. Harry teaches a passage-mapping technique — annotating structure and argument on the first read — that cuts down on backtracking and keeps answers grounded in textual evidence. His own 35 composite came partly from mastering exactly this kind of efficiency.

The ACT Reading section rewards a specific kind of speed-reading: knowing where to look in a passage before diving into the questions. Caroline approaches each passage type — prose fiction, social science, humanities, natural science — with a different annotation strategy, training students to locate evidence quickly instead of re-reading entire paragraphs. Her own 35 composite speaks to how well this systematic approach works.

Most ACT Reading mistakes happen not because students can't comprehend the passage, but because they run out of time or misread what the question is actually asking. Allison teaches a passage-mapping strategy that cuts re-reading time dramatically and sharpens the difference between "best answer" and "tempting distractor." Her 34 composite and years of dedicated ACT prep tutoring back up the approach.

Most ACT Reading mistakes come not from misunderstanding the passage but from falling for answer choices that are almost right. Edward teaches students to identify what each question is actually asking — whether it's a detail retrieval, inference, or author's-purpose question — and then eliminate traps methodically. He scored a 35 ACT composite and brings that same precision to passage analysis across all four reading genres.

Most ACT Reading strategies treat every passage the same way, but Michelle's math-education training gave her a different instinct: she reads for structure first, mapping how each paragraph's claim connects to the next before answering a single question — a habit that's especially effective on the social science passages where arguments build cumulatively. Her 34 ACT composite means she's tested that approach under real time pressure and knows where students lose minutes to unnecessary re-reading.

I'm a student at the University of Minnesota Twin Cities studying civil engineering. I have tutored students ranging from 3rd grade all the way through high school. I specialize in math and ACT tutoring.

Reading four dense passages in 35 minutes means there's no time to deeply absorb every sentence — the ACT rewards strategic skimming. Shrey teaches a passage-mapping technique where students identify the main claim and key shifts before touching a single question, which cuts down on frantic re-reading. His 35 ACT composite came from exactly this kind of systematic approach.

I'm currently a 3rd year Biomedical Engineering student who goes to the Georgia Institute of Technology. I'm a pre-medical student with a goal of becoming a physician. To reach this stage, I have had to do a lot of studying. Material doesn't naturally click with me, and I have done a lot of studying to understand it. I understand that sometimes extra tutoring is needed to help excel in a subject, and it is completely okay to get that help. I'm here to help students whose position I was previously in.

I am a honors student at the University of Minnesota, studying aerospace engineering and computer science. As such I have a strong background in STEM, and I hope I can bring this expertise to you. As an honors student, I have taken challenging courses that go above and beyond what is required in physics, calculus, and programming. I have experience tutoring my peers at the university, and I am on track to get CRLA tutoring certified. I find that the best way to get students to learn is to connect with them at a personal level and to do example problems to get practice at applying the concepts learned from class.

I'm Emma! I'm a rising senior Classics major at Carleton College in Northfield, MN. I study Latin, Ancient Greek, and the histories associated with the two languages. Outside of class, I'm an RA, and I spend 6-8 hours a week tutoring and teaching college access courses in a nearby high school. In the future, I hope to teach high school Latin!

The ACT Reading section gives you just over eight minutes per passage, which means raw reading speed matters less than knowing where to look. Courtney teaches a passage-mapping strategy — annotating structure, not details — that lets students answer inference and main-idea questions without rereading entire paragraphs. Her own 34 ACT composite came partly from mastering exactly this kind of efficient reading.