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Award Winning Private Reading Tutoring in New York City, NY

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We require the most rigorous qualifications from Reading tutors, in addition to a background check.

Our highly skilled reading tutors customize a study plan specifically for you in an ideal, one-on-one setting.

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Reading Tutoring in New York City, NY

Customized private in-home and online tutoring

Experience Reading tutoring by highly credentialed tutors in New York City, NY. Top tutors will help your child learn Reading through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Reading Tutors in New York City, NY

Talented Reading tutors are nearby and highly prepared to assist you in your educational journey. They hail from the highest caliber of schools including MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and other highly ranked institutions.

A photo of Rebecca who is a New York City  Reading tutor

Undergraduate Degree:
Mc Gill University - International Development/Sociology

A photo of Eitan who is a New York City  Reading tutor

Undergraduate Degree:
New York University - History

A photo of Ruth who is a New York City  Reading tutor

Undergraduate Degree:
Sarah Lawrence - Writing

Graduate Degree:
Oxford University - Classics And English

How your tutor helps you master: Reading


Our educational director will pinpoint learning styles, map out goals and plans to target specific areas for improvement.


Your skills and progress will be assessed by your Reading tutor to help shape and define your lesson plan.


Your tutor's individualized lesson plans will assist you in realizing your educational goals.

Recent Tutoring Session Reviews

I can really tell that the student has been working hard on the flash cards that I made him for his sight words. He also is becoming better at using expression in his reading. I have bumped him up by one letter but will be keeping him on this level for a while so that confidence is gained as well. He is improving steadily.

Today, the student worked on writing his numbers, letters, and some words. He used a manipulative word maker to create words with the same word families. We also worked on short vowel patterns in words in his workbook.

Best day so far. He read the Magic Tree House with a lot of focus and drive. He understood what he was reading and seemed to find his confidence in his abilities. We also worked on his new set of sight words.

This week the student and I continued to work on her George Brown book as well as reading a bit from her Ancient Egypt book. The Egypt book seems to be well above her grade level, but she understands it when I read it to her and explain some of the words and topics to her. The student continues to be very engaged and asks a lot of pertinent questions.

The student and I continued working on our personal narrative piece. Last time, we worked on adding details and today, we corrected grammatical errors that she made. (IE. spelling, punctuations, etc.) The student was given passages to work on during the week, but both were not completed so we worked on them together. The strategy was to monitor comprehension; making certain that we understand what we read. For next week, we will be working on making connections.

We started with reviewing math. Then we moved on to the next section in the textbook (multiplying polynomials with monomials), and the student was given homework on that subject. We will continue to go slow with math and stay on this subject until she can master it on her own.

Next, we started discussing I Am Scout, the biography of Harper Lee.

The student and I worked on Lesson 10 of the program. She read from a list of words in two columns, read a story out loud, and answered questions on the white board. Lastly, she completed a worksheet on blending words to help her with writing and phonologic skills.

The student has to read two books over the summer--To Kill A Mockingbird and another football book that he has chosen from a list. While he reads TKAM he is required to annotate in the book. He has started reading TKAM and taking superficial notes. Today we discussed how to take more detailed notes so his teacher can see that he is thinking critically about literary themes. We created a color coded key to mark important passages by different themes, character descriptions, and historical information. We also discussed certain passages he liked, why he liked them, what they reveal about the characters and the setting, and what he should write down when he annotates. He created a plan to complete the reading by a certain date. He plans to send me his 10 written commentaries in two weeks so I can check them and make suggestions. He is enjoying the book so far and is determined to stick to the deadlines he has chosen for himself.

The student got 17/19 questions correct on three reading comprehension quizzes showing vast improvement with the new strategies. He was also able to complete each reading passage in about 20 minutes, which is also a big improvement for him. I also quizzed him on his history outline. He was able to summarize the history lesson. In the future he needs to make sure to define and memorize bold terms and also needs to understand the general flow/change of each history lesson. For the last part of the session, he wrote a summary of one of the passages. He needs to continue working on his writing skills both for flow of thought and grammar usage. We will not meet again for a week so I'm giving him three reading comprehension assignments and an outline assignment. I'm very encouraged by his progress with the new strategies.

We reviewed assignments from last session, discussed new course goals (The student is interested in EMT work.), read pieces by Collins and Bourdain, completed vocabulary exercises, did flash-fiction exercises, and assigned daily writing exercises for next session.

Worked on problem areas: Sight words, distinguishing between letters b & d, and the "th" sound. The student did well with her practice both orally and written. We read two level 1 books together to end the session.

We reviewed chapters 16 through 18 and compare notes in our reading comprehension journal. We reviewed vocabulary that the student couldn't find proper definitions for. We also took two quizzes over the parts of the book that we have read so far. The student completed these with ease and most problems were correct.

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