I'm a rising senior at Boston University. I enjoy tutoring students and helping them grow towards their goal and succeed. During my spare time, I enjoy playing volleyball and learning how to cook.

I am a Neuroscience and Behavior major at Columbia University. Although my major is centered in the STEM field, I am also passionate about human rights work, global engagement, and local outreach. While my future plans are subject to change, I see myself continuing in academia, going to medical school, and becoming a physician.

I am an aspiring applied mathematician, with particular interest in image processing and climate science. I graduated in May 2017 from Washington University in St. Louis with a bachelor's in physics and mathematics, and am beginning a PhD program in September 2017 at the University of Chicago in Computational and Applied Mathematics. I've tutored introductory physics students for three years and enjoyed it thoroughly, as a chance to help other students while revisiting fundamental concepts to enhance my own knowledge. I'm eager to continue reaching out and helping students of math and physics to succeed and, furthermore, to appreciate the beauty and power of these subjects.

Scoring a 36 ACT composite means Vivian didn't just read the passages — she learned to dismantle them, distinguishing between what the author states explicitly and what's merely implied. Her approach to the Reading section zeroes in on how to handle the dual-passage comparisons and inference questions that trip up even strong readers. Rated 4.9 by students.

The ACT Reading section rewards students who can quickly identify an author's purpose, trace argument structure, and distinguish between what a passage states and what it implies. Liz scored a 34 ACT composite and draws on her history and humanities training at Washington University in St. Louis to teach the kind of close reading that makes 40-minute, four-passage sets manageable. Her background in special education also means she's skilled at adapting pacing and comprehension strategies to fit each student's processing style.

Reading four dense passages in 35 minutes requires a method, not just strong reading skills. Dana's policy studies trained her to extract arguments and evidence from complex texts fast — exactly the skill the ACT Reading section rewards, especially on the social science and humanities passages. Her 36 ACT composite came from treating each passage like a briefing document: identify the claim, locate the support, move on.

I'm not tutoring, I love walking through New York for design inspiration and taking carpentry, metalworking, and illustration classes.

Most ACT Reading mistakes come from running out of time, not from a lack of comprehension. Sharan, who earned a 36 composite, teaches a passage-attack strategy that prioritizes locating evidence over re-reading entire paragraphs. She walks through each question type — main idea, inference, vocabulary in context — so students know exactly what the test is asking before they even look at the answer choices.

A government major at Harvard, Richard spent his coursework doing exactly what the ACT Reading section rewards: rapidly digesting competing political arguments, identifying an author's central claim, and distinguishing stated evidence from implied conclusions — skills that map directly onto the social science and humanities passages. His perfect 36 ACT composite means he's navigated every passage type under real testing pressure and knows which time-management habits actually hold up when the clock is running.

The ACT Reading section punishes students who read every passage the same way; a science excerpt and a humanities narrative require different strategies for locating evidence under time pressure. Aaron, who earned a 36 composite, walks students through passage-mapping techniques that cut re-reading time and sharpen answer elimination on inference questions.

I'm Solange - a recent graduate from Harvard where I studied Sociology & Women's Studies. I've been tutoring for eight years now, and have worked with a wide range of ages and in a wide range of subjects. Some of my specialties are college prep/test taking II worked in the admissions office on campus); social sciences; and literature/writing.

I am currently interviewing for medical school for matriculation in August 2017.

Most ACT Reading mistakes come from spending too long on one passage or second-guessing answers that felt right. With a 34 composite under her belt, Yocheved walks students through a timing strategy for the four passage types and shows them how to anchor every answer in specific textual evidence rather than gut feeling.

The ACT Reading section gives students just 35 minutes for four dense passages, which means most score gains come from learning how to read strategically rather than thoroughly. Michelle teaches a passage-mapping approach — identifying the author's argument, tone shifts, and key evidence before touching the questions. With a 35 ACT composite and deep experience in literature and reading instruction, she knows exactly where the test tries to mislead careful readers.

The ACT Reading section punishes students who read every passage the same way — a natural science passage demands different attention than a humanities or prose fiction excerpt. Robert teaches a passage-triage method that prioritizes where to spend time and how to locate evidence for inference questions without rereading entire paragraphs. Rated 4.8 by students, he turns a section many find unpredictable into one that feels systematic.

I'm a recent graduate from the University of Pennsylvania who studied Linguistics and Deaf Studies. I eventually hope to work towards breaking down barriers between the Deaf and hearing worlds and encouraging greater focus on reforming Deaf education practices.

Reading is Grace's self-described strongest subject, and her 35 ACT composite backs that up. She teaches a deliberate passage-attack strategy for the Reading section: how to skim for argument structure first, then return to the text for evidence-based answers, cutting down the time students spend re-reading and second-guessing themselves.

Most ACT Reading mistakes come from spending too long on dense passages and rushing through easier ones. Jai scored a 35 composite and developed a pacing strategy that matches passage type to time allocation, so students learn to identify inference and tone questions quickly without misreading what the text actually says.

I am a graduate of Yale University, where I studied Political Science with Urban Studies, wrote and edited for a monthly magazine, and worked at the Yale University Art Gallery. I spent the last year as a Fulbright Teaching Fellow in Bogota, Colombia.

I am originally from Alabama and graduated from Birmingham-Southern College with a BA in English Language and Literature. Immediately after undergrad, I relocated to New York City to pursue my law degree at Fordham University. After earning my Juris Doctor and passing the NY bar exam, I worked for five years as a litigator in New York. In 2009, I took the opportunity to fulfill a lifetime dream to live abroad and moved to South America. Upon arriving in Chile, I worked as an ESL teacher for children and adults as well as an editor of investment research and corporate trainer. I love language and am passionate about helping others learn to speak, write and read in a more effective way. Language is a tool, and I truly believe anyone can learn to use it better. I'm excited to be back in the US and eager to work with motivated students.

I am an incoming student at Washington University in St. Louis. I have been passionate about teaching ever since I had the opportunity to teach at an Indian public school in 2018. It's one of my favorite activities the gives me genuine joy. Hopefully, I'll be able to make teaching fun for you too! Let's succeed together!

Reading comprehension on the ACT isn't really about understanding — it's about retrieving specific evidence under a brutal time constraint of roughly 8.5 minutes per passage. Carmen, who earned a 35 composite and holds a degree in literature, teaches students to adjust their reading speed by passage type, skimming natural science differently than they'd read prose fiction. That strategic flexibility is what turns a good reader into a high scorer.

Reading dense academic passages quickly and accurately is a skill Lisa sharpens every day as a PhD researcher parsing scientific literature. She applies that same discipline to ACT Reading, teaching students how to map a passage's argument structure so they can answer inference and main-idea questions without re-reading entire paragraphs. Her 33 ACT composite backs up the approach.

Reading dense passages quickly and accurately is something Chelsey does every day as a literary reader for an Off-Broadway theatre company. She applies that same skill to ACT Reading, teaching students how to identify main arguments, track authorial tone, and answer inference questions without re-reading entire paragraphs — techniques that turned her own ACT into a 35 composite.

I'm Sam! I am a sophomore at Cornell University where I study the world of labor and employment and work as a volunteer EMT. I am motivated to help students learn new things and overcome challenging obstacles. I have experience tutoring, working with kids in one-on-one and group settings, and I am dedicated, patient, and creative.

I am very comfortable tutoring any subject that is listed on my profile.

The ACT Reading section isn't really about comprehension — most students understand the passages just fine. The challenge is locating evidence and eliminating wrong answers in under nine minutes per passage. Grace, who scored a 35 composite, teaches a passage-mapping strategy that turns each reading into a quick reference guide so students stop second-guessing their answers.

Hi! My name is Alexandra, and I am a Princeton University Neuroscience major with 5+ years of tutoring experience. I specialize in SAT/ACT/PSAT prep and have successfully taught topics ranging from computer science and basic sciences to elementary reading and writing and college essay writing. In high school, I scored a perfect 36 on the ACT on my first attempt, a perfect 1520 on the PSAT/NMSQT, won "finalist" status in the National Merit Scholarship competition, and was a medalist in the New York Science Olympiad. As an undergraduate at the top-ranked university, I focus specifically on standardized test preparation, including the SAT, ACT, and PSAT. I have an understanding of the structure and timing of the exams and the strategic approaches that are required to achieve top scores. I have successfully supported students in improving their performance through individualized study plans because I understand that not all students can use the same approaches to succeed. My approach emphasizes effective time management and a mastery of recurring question types. Outside of college test preparation, I have tutored students ages 5 to 17 in a variety of topics. A common teaching approach I use is to introduce new concepts with example problems that we work through together. I then explain each strategy and help the student through another problem, encouraging them to explain their thinking step by step. Finally, I let the student tackle a problem independently. Once a student can articulate why a method works, they are truly ready to apply it on their own. While this method suits many students, I understand that everyone learns differently and pride myself on being adaptable within and outside of lessons.

Between a neurobiology major and an economics minor at Harvard, Emma spent four years toggling between scientific research papers and policy-driven arguments — the exact mix of passage types the ACT Reading section throws at students in 35 minutes. She teaches students to identify what each paragraph actually does in the author's argument, which turns time-consuming re-reads into quick, targeted scans for detail and inference questions. Her 1550 SAT, 32 ACT composite, and 5.0 student rating all point to someone who knows how timed reading sections work from the inside.

I'm currently a sophomore at Stony Brook University and a member of the 8-year Scholars for Medicine Program there. I recently graduated from Stuyvesant High School in downtown Manhattan and absolutely love city life. I've had many experiences teaching kids of all ages here and abroad. I tutor subjects in math, science, and english/writing. I also tutor for the ACT(35) and SAT (2160) standardized tests. I love teaching and meeting new people so I would be glad to offer my service to you. Thank you!

The ACT Reading section isn't really about reading — it's about quickly identifying what each question is actually asking and locating evidence under time pressure. Philip scored a 34 ACT composite and teaches a passage-mapping strategy that cuts down on re-reading and keeps students moving through all four passages with time to spare. His background in writing and linguistics sharpens his ability to break down the inference and tone questions that trip most students up.

Reading four dense passages in 35 minutes means there's no time to re-read — Shachi teaches an active annotation method that captures the author's purpose and tone on the first pass. Her own 35 ACT composite came from treating each passage type (prose fiction, social science, humanities, natural science) as its own genre with predictable question patterns.

The ACT Reading section gives students 35 minutes for four dense passages, which means raw reading speed matters less than knowing what the questions actually ask. Matthew's self-study approach to the ACT — he scored a 35 composite — taught him to categorize question types (detail retrieval, inference, author's purpose) before even touching the passage. He teaches students a consistent annotation strategy that cuts re-reading time dramatically.

I am comfortable working through the needs of students with disabilities, learning or otherwise. I pride myself on my ability to tailor lessons to particular students, finding the pedagogical methods that work best for the individual.

I am currently pursuing my Masters in Public Health at Columbia University's Mailman School of Public Health. I received my B.A. in Psychology and Environmental Studies at Wesleyan University. In high school, I was selected by my teachers to tutor classmates in Chemistry, Physics, and Geometry. I helped students with homework problems and with test preparation (both for in-class exams and for the SAT Subject Tests). As an undergraduate, I was a teaching assistant for introductory Russian, and worked with students both in group and in individual sessions.

Scoring a 35 ACT composite means Amanda knows how to navigate the Reading section's tight pacing — pulling main ideas from dense passages on prose fiction, social science, and natural science without getting stuck on trap answers. She teaches students to identify what each question is actually asking and to use passage structure as a shortcut to the right evidence. Rated 5.0 by students.

I am ready to help all students by answering their questions and frequently addressing some questions to them....

Most ACT Reading struggles aren't about comprehension — they're about speed and question strategy across four dense passages in 35 minutes. Dustin's training as a historian means he reads analytically by default, and he teaches students to identify passage structure quickly so they can locate answers without re-reading entire sections.

Most students treat ACT Reading as a speed contest, but Nicolas flips the approach — he teaches a targeted reading method where students identify the question types first and then go back to the passage with purpose. His background in philosophy and literary analysis means he's particularly sharp on inference and author's-purpose questions, the two categories that trip up even strong readers. He earned a 35 ACT composite himself.

I am currently a fourth year medical student at the Albert Einstein College of Medicine, and graduated Suma Cum Laude from Yeshiva College with a BA in Biology and Music. As a Writing Center tutor, I worked with undergraduate and graduate students looking to improve their writing, and have also tutored Regents-level biology and chemistry. Most recently, I tutored for Kaplan, teaching an MCAT preparatory course and working one-on-one with students. When not studying, I like to ride my bike, train Taekwondo, play blues guitar (or bass, or piano, or saxophone, or drums), and read a good book.