Award-Winning ACT Reading Tutors
serving Louisville, KY

Most ACT Reading mistakes come from spending too long on passages and rushing through questions — or the reverse. Logan, who earned a 36 composite, teaches a deliberate passage-mapping technique that lets students locate evidence for inference and detail questions without rereading entire paragraphs. His communication background also sharpens how students interpret tone and author's-purpose questions.

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I'm a coterminal master's student at Stanford University in California majoring in Computer Science (Biocomputation). Throughout high school and college, I've taken many courses in computer science, the life sciences (biology and chemistry), and math; and I've been through a lot of standardized tests. For computer science in particular, I have a lot of experience writing software in Python and C++ for AI and systems classes, and I'll be interning as a software engineer at Facebook this summer. I got a lot of great tips and mentorship from tutors along the way, and would love to pass along what I know!

I am a graduate of the University of Kentucky with a Bachelor of Science in Computer Science and a minor in Art Studio. I am currently working toward my Masters of Arts in Game Development at the Savannah College of Art and Design. I am deeply passionate about helping students unleash their full potential. Witnessing the "aha" moments when they grasp a challenging concept is very rewarding. I tutor a range of subjects from computer science principles and programming languages (C, C++, Java, etc.) to game development in Unity and 3D art in various software.

Most ACT Reading mistakes come from spending too long on passages and too little time verifying answers against the text. Matthew teaches a passage-mapping technique — annotating main ideas and tone shifts on the first read — that cuts down on re-reading and keeps students within the tight time limit. With a 35 ACT composite, he's refined this approach through his own test experience.

I'm looking forward to putting my knowledge to work for you!

The ACT Reading section punishes students who read passively, and Richard's training in philosophy of science taught him to dissect arguments and identify evidence structures quickly. He teaches students to attack each passage with a specific annotation strategy so they can answer inference and main-idea questions without re-reading entire paragraphs.

Years of reading dense biochemistry research papers — where a single misread of a methods section can derail an entire lab protocol — trained Andrew to distinguish what a text actually states from what it merely suggests, which is the core skill behind ACT Reading's trickiest inference questions. He teaches students to attack the natural science and social science passages by isolating the author's claim first and treating each answer choice as a hypothesis to verify against specific lines. His 34 ACT composite and 5.0 student rating back that up.

Most students lose points on ACT Reading not because they can't read, but because they spend too long hunting for answers in the passage. Diana teaches a strategic approach to the four passage types — prose fiction, social science, humanities, and natural science — that prioritizes identifying main ideas and locating evidence quickly. Her 32 ACT composite backs up the method.

I am 22 years old and just graduated from the University of Kentucky with a double degree in French and Biochemistry. I have been a tutor for over a year now at UK's tutoring center. I believe that anyone can learn anything with enough practice and encouragement, and I love helping students overcome challenges and gain more self-confidence!

I am a graduate of UofL with a BS degree in Biochemistry and minor in Biology, heading to medical school at UVA this fall. I have spent 5 semesters as a teaching assistant for the Chemistry Department, spending three semesters teaching general chemistry and two semesters teaching organic chemistry. I have also spent a year as a small-group tutor, helping individual students through tough chemistry topics. While I have a strong background in biology, I am most passionate about tutoring chemistry I love its order, set in rules and mathematics. Outside of academics, I spend my time outdoors, bouldering, or playing couch co-op video games.

I am an experienced tutor graduated from Vanderbilt University. I want to help students gain a deeper understanding of topics by providing help and instruction derived from the perspectives of each student. I can especially experienced with SAT/ACT tutoring, college coursework tutoring, and AP tutoring. I can help students go deeper into math and English topics and can also help students break down tests.

Most students lose points on ACT Reading not because they can't read, but because they spend too long hunting for answers in the passage. Janki teaches an active-reading method — annotating for argument structure and author tone on the first pass — that cuts down on re-reading and speeds up the detail questions. With a 34 ACT composite and experience across both STEM and humanities subjects, she's comfortable coaching students through every passage type, from prose fiction to natural science.

I am currently a rising senior at the University of Kentucky. I am working towards my Bachelor of Science in Biology with a minor in math and neuroscience. I have been tutoring students from elementary to high school for four years in math. I enjoy working with students, of course to provide academic support, but also to build an environment that encourages them to think outside the box and feel comfortable in doing so. I do tutor high school chemistry, but my primary focus is on various levels of math. From my experience, teaching mathematical concepts can be challenging without being able to adapt to the strengths of weaknesses of every individual. I believe it is crucial that students are given an opportunity to learn that adheres to their individual characteristics. Aside from academia, I enjoy staying physically active, volunteering throughout my community, and being a huge sports fanatic.

I am medical student attending the University of Kentucky. My experience tutoring has both informal and formal components. Informally, I have tutored fellow students in classes that we share. Formally, I teach an organic chemistry recitation at UK. Subjects that I tutor are organic chemistry, mathematics, and biology. I do not have a favorite subject to tutor because I find there to be something very interesting about each subject. My philosophy to teaching is to look at it with the perspective of an enjoyable intellectual conversation. Learning is life-long so let us find the enjoyment in learning. My hobbies outside of academia include listening to music, cooking, and badminton.

I am a Yale graduate with over 8 years experience tutoring students from a variety of backgrounds. I recently graduated from the Yale School of Public Health with a MPH concentrating in Epidemiology and Global Health. I also received my B.S. from Yale with a double major in Molecular, Cellular, and Developmental Biology and French. I have experience both leading group classes and working with students one on one. I will respond to a student's strengths, weaknesses, and learning style in order to help them succeed and make the most of our time together. I earned a perfect score of 36 on the ACT, 2280 on the SAT, and qualified as a National Merit Scholar on the PSAT. I look forward to working with you!

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 available to tutor a range of middle school and high school subjects, but I am most excited about tutoring test prep. I remember how stressful preparing for college can be and I am eager to do my part in helping students fulfill their college goals. I believe that learning is a collaborative process and I am committed to being as actively involved in the student's learning as I can. In my spare time, I enjoy reading, going to the movies (I try to see each Oscar nominee before the ceremony every year.), and am a huge Michigan sports fan.

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.

The ACT Reading section isn't about being a fast reader — it's about knowing where to look and how to eliminate answer choices efficiently across four dense passages in 35 minutes. Zhenrui, who earned a 36 composite, breaks down each passage type (prose fiction, social science, humanities, natural science) and teaches the specific retrieval strategies that keep students from second-guessing themselves.

I am currently a student at Duke University studying Biomedical Engineering and Economics. Just a little bit about me and some of my interests. Some of my favorite academic interests include memoirs and modern classics. I think Catcher in the Rye is still one of my all time favorite books but Percy Jackson, a modern classic, is up there too. Beyond academics, I take great guilty pleasure in watching TV shows such as Westworld, Sherlock, How I Met Your Mother, and even The Bachelorette when I'm at a low point.

The ACT Reading section gives students just 35 minutes for four dense passages, which means raw reading speed matters less than knowing where to look. Alyssa teaches a passage-mapping strategy that pinpoints main claims and key details before touching the questions — an approach refined from her own 35 composite score. She's rated 5.0 by students.

I am in my second year at MIT studying mathematics, and I am currently doing a research project in Spectral Graph Theory. I have been a tutor since my junior year in high school, and I enjoy teaching all levels of math; everything from pre-algebra through calculus and linear algebra! I focus primarily on making sure that the definitions and processes given in class make intuitive sense, so that math can begin to feel like second nature.

I am a 2023 graduate of the University of Notre Dame with a Finance/Economics major and a minor in Innovation and Entrepreneurship. I am a passionate student in the math and business realms, as I enjoy the intuitiveness of the former and the real-world potential of the latter. During classes in middle and high school, I developed a reputation of being a good source of help within my classes in a non-tutor capacity, and grew that into a peer tutor role a couple times a week during lunch my senior year of high school. What I hope to accomplish with my tutoring is ensure that you not only achieve your desired grade/score, but see how the different concepts relate to each other in the bigger picture. The more important part is to critically think about the subject matter in other, more unfamiliar contexts. Also, in my math subjects, I seek to provide personal secrets in realms including quicker computation strategies, unique acronyms for certain rules, and other intuitive shortcuts.

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

I'm Lizz, a middle school math teacher working in Chicago Public Schools. I love to see students go from describing themselves as "not a math person" to feeling like they meet exciting challenges in math and other parts of their lives. Even though I love working in the classroom, I feel like tutoring allows me to make more of an impact and connect with students.

After scoring a perfect 36 ACT composite, Anna developed a question-first approach to the Reading section — previewing what each question demands before touching the passage, so every line read serves a purpose. Her medical education background means she's used to processing dense, unfamiliar material quickly and extracting exactly what matters, a skill that translates directly to the natural science and social science passages. Rated 5.0 by students.