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Phonics Tutoring in Washington DC

Customized private in-home and online tutoring

Experience Phonics tutoring by highly credentialed tutors in Washington DC. Top tutors will help your child understand Phonics through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Phonics Tutors in Washington DC

We can help you connect with Phonics tutors near you who are ideally qualified to help you. The tutors hail from colleges like 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 nationally recognized programs.

A photo of Marie who is a Washington DC  Phonics tutor

Undergraduate Degree:
Bryant University - Accounting

Graduate Degree:
Monterey Inst Of Intl Studies - Intl Management

A photo of Stephani who is a Washington DC  Phonics tutor

Undergraduate Degree:
Colgate University - International Relations & Peace And Conflict Studies

A photo of Gus who is a Washington DC  Phonics tutor

Undergraduate Degree:
Columbia University - Economics, Philosophy

How your tutor helps you master: Phonics


Our educational director will build your personal Phonics learning profile, including strengths and weaknesses.


Your tutor will quickly assess your proficiency with the material, and identify areas for improvement.


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

Recent Tutoring Session Reviews

I helped the student compose an email to his teacher asking about the assignments. Next, we discussed argumentation, since in his English class, the students are working on rhetorical analysis. We discussed a classroom debate on the controversy surrounding the mascot of the local football team and applied rhetorical analysis tools including Aristotle's rhetorical triangle to a specific argument on the issue. Finally, we worked through a few grammar and style problems to conclude the session.

The student had written about five pieces of literature in a five paragraph essay, and I helped him edit it and type it. He had a good connection in his head that all the stories revealed some aspect of courage, and I helped him express that so that the paragraphs all cohered. Also we looked at the map of Europe, and wrote a page about the connection between Copernicus, Brahe, Kepler and Galileo leading into the development of science.

We began by working through exercises on dangling modifiers. The student used rearrangement and rewriting strategies to correct sentences in the exercises. We continued with the next stages of her persuasive essay assignment: research and outlining. She is developing skills for collecting and evaluating sources using online searches. We began talking about the structure of an outline and the positioning of primary arguments. We will continue discussing outlines Thursday.

Today we specifically focused on the student's Halloween English project that is due tomorrow. He had completed most of the assignment, so I looked at each of the 3 parts and we discussed what was asked in the assignment and compared it to what he had done. He had done a pretty good job, and all he needed to do was some formatting changes and editing. I also had him add some more factual details to parts of the assignment that required research. Overall we both felt confident at the end of the session that he had a solid project to turn in.

Today we went over English and French. We read the parable that was assigned in his English class, and then we answered a series of six comprehensive questions about the story. Then we began to study for his French quiz. We reviewed vocabulary, verbs, and conjugations. Then we went over the various exercises that the student was assigned for homework. He stated that his performance on quizzes and tests has been satisfactory thus far. I told him to be sure to email me if he has any questions on his homework.

We met at the library right after school. We went over his grammar drill on adverbs and spent some time reviewing his vocabulary words from Unit 3. He always has interesting observations of his classmates, so I've found that having him talk about that while tying in vocabulary words helps him retain their definitions!

During this session the student and I defined vocabulary words, looked them up in the dictionary, and also looked up the vocabulary in the context of the book. We discussed different ways to use the terms. For our next session we will dive deeper into the words in context of the book and different ways to study them.

The student and I first worked on her Algebra homework, which was on identifying and combining algebraic terms. She struggled a bit at first, but by the end was able to recognize and combine variables. We then worked on English homework which was on identifying and correcting sentence errors. The student was good at picking what was wrong with the grammar and correcting the problem. We finished by making a review sheet and studying for her Art History quiz tomorrow.

Today out session lasted 1.5 hours. We worked on lesson 11 in her vocabulary book. We looked up the definitions of the words to have a better understanding of their meanings and their root word meanings so the student could complete her homework. I left her with some extra practice that she can try to do before class on Thursday, or we can complete together at the beginning of our next lesson.

Today we went over verbs for her English homework, and then moved into the application short answers for high school. She composed three paragraphs, and we talked about transitions, mechanics, varying sentence type, and using the active voice.

The student and I worked hard. We finished the book he is doing for class. We then wrote some questions about the book and answered them. He then went back and edited the and re-wrote the parts that needed work.

The student needed to work on his Brit Lit analysis paper this evening. Although we had worked to map out ideas and plan the paper on Sunday, today we started by revising his thesis statement. This served as the guide for the paper. He was able to use his rough draft to provide the supporting details for his thesis.

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