Award-Winning Reading Tutors
serving Fort Collins, CO

Struggling readers often skip the step that makes everything else easier: identifying what a passage is structured to do before diving into details. Hannah teaches active reading strategies — annotation, summarizing paragraphs in the margins, distinguishing main claims from supporting evidence — that build genuine comprehension across fiction and nonfiction alike.

Philosophy trained Eric to do one thing relentlessly: read a passage and figure out what's actually being argued beneath the surface — what's assumed, what's implied, what the writer hopes you won't question. He brings that same interrogative approach to reading sessions, teaching students to track an author's logic and catch the moves that separate a strong argument from a weak one. His 1560 SAT reflects the kind of precise, deliberate reading that skill requires.

Growing up studying Spanish since elementary school and later living with a host family in Barcelona taught Jasmyn something about reading that most tutors learn from textbooks — that comprehension is really about context, picking up meaning from what surrounds a word or idea rather than panicking over what's unfamiliar. She applies that same principle to English reading sessions, walking students through how to use clues within a sentence or paragraph to decode tough vocabulary and track what an author is actually saying. Her 1410 SAT reflects the kind of deliberate, strategic reading she brings to every session.

Decoding words is only the beginning — real reading skill means a student can summarize, question, and make inferences about what's on the page. Tara uses engaging, age-appropriate texts to build those comprehension strategies, encouraging readers to interact with a passage rather than passively scan it. Her love of literature and storytelling makes sessions feel less like drills and more like conversations about ideas.

Decoding words is only half of reading; the other half is comprehension — making inferences, identifying main ideas, and connecting what's on the page to what a student already knows. Emma's elementary education training specifically covers how reading skills develop at each stage, so she can pinpoint whether a student needs phonics reinforcement, vocabulary building, or strategies for tackling longer passages. That diagnostic eye makes her tutoring sessions efficient from the start.

I am a student at the Georgia Institute of Technology studying Chemical Engineering. For the past several years, I have worked with students extensively. Through hosting events for younger kids to learn about STEM and for older teens to practice empathetic design, I know the importance of teaching students in ways that engage them rather than frustrate them, which I apply to my teaching. I have tutored high school students in a drop-in resource center in various subjects including math of all levels, chemistry, and English, making me adequately equipped in a variety of topics. I have also tutored several students long-term. Establishing relationships with students and exploring their unique learning styles is my favorite part of tutoring. I prioritize helping students discover HOW to learn in a manner that is the most effective for them, so they can begin to use those skills on their own throughout their education. Learning is a lifelong skill that requires practice for improvement; I strive to help my students gain confidence in their ability to learn.

Philosophy trained Paige to treat every text like an argument — finding the thesis buried in a paragraph, questioning assumptions, and figuring out what an author means versus what they actually wrote. That analytical habit, sharpened through years as a licensed high school teacher across humanities subjects, makes her especially effective at teaching students to read critically rather than passively. Rated 5.0 by students.

Strong reading isn't just decoding words — it's asking the right questions about what an author is doing and why. Carson's English training sharpened his ability to unpack tone, inference, and textual evidence, skills he now teaches to students working on everything from standardized-test passages to independent novels.

Breaking down a dense passage into its core argument is a skill Katie sharpened through years of reading both ecological research papers and literary texts. She teaches students to identify an author's purpose, track how evidence supports claims, and distinguish between what a text says and what it implies. That dual background in science and the humanities gives her a versatile toolkit for tackling any reading challenge.

Teaching reading across four countries — including to ESL learners in Japan and Jordan — gave Sarah an unusually clear understanding of how comprehension actually develops. She builds specific skills like identifying main ideas, making inferences from context, and distinguishing between stated and implied meaning, adjusting her approach based on each student's starting point.

I am currently pursuing my PhD in Literature/Creative Writing at the University of Denver. Prior to beginning my doctoral studies, I was a creative writing/English lecturer at Washington University in St. Louis where I completed my MFA and senior post-graduate teaching fellowship. I received my BA in Philosophy from Carleton College in 2009. Before my time in St. Louis and Denver, I taught English Literature at the Loomis Chaffee School in Connecticut and, earlier, at Germantown High School in Philadelphia. During my time at Loomis and Germantown, I taught English Lit I/III, Contemporary Literature, 10th grade grammar and expository writing seminars, Literature of the Sea, Experimental Novel, and Creative Writing. At Wash U, I taught Fiction Writing I, II, and Microfiction, and last year I facilitated pedagogy training for Wash U MFA graduate students. I currently tutor at DU's Writing Center and, beginning this fall, I will teach undergraduate fiction classes. I have a marked interest in modern and contemporary fiction, though I very much look forward to helping students with all craft/literature/essay writing/verbal test taking endeavors.

I am an experienced tutor who is passionate about math and science education. I have a deep understanding of math and science. I recently graduated from Brown University with a Bachelor of Science in Mathematics, coursework in both the physical and natural sciences, and a GPA of 3.87. I also studied at an IB high school and graduated with the highest marks in my class.

I am a graduate of the University of Colorado at Boulder. I received my Bachelor of Arts in Biochemistry as well as MCD (Molecular, Cellular, and Developmental) Biology while minoring in Chemistry in 2015. I love exploring all of the cool things that this world has to offer. By dabbling in a little of everything I can set my sights on what really holds my attention. My primary interests lie in the sciences, where learning what makes our world turn drives my passion for knowledge.

I am a certified teacher in English as a foreign language, certified to teach high school science abroad, and have developed my own independent program to teach elementary school children. I have tutored in all levels of algebra as well as geometry. I have 4 years of experience teaching biology, from AP/Honors level biology to 3rd grade level "Making Neuroscience Fun" programs.

I am a junior mechanical engineering student at Oklahoma Christian University. I have tutored middle school, high school, college, and post college age groups, primarily in math based subjects. Math and physics based subjects are my personal favorite to tutor people in, as these subjects are most of the foundation that makes up my mechanical engineering degree. I also enjoy tutoring students in ACT Prep, and it is my firm belief that the ACT is not as daunting as it may seem. Outside of academia, I am a passionate car enthusiast, and I also love skiing, eating, traveling, and photography.

I am not tutoring, I am studying to be an EMT. I also love backpacking and adventuring.

I am a rising sophomore at the University of Colorado Boulder studying International Relations and Journalism. In high school, I completed the International Baccalaureate program and select AP courses (AB Calc, Biology). Though I have experience teaching students in French and English/ESL, I am able to tutor in most middle and high school course subjects. My teaching philosophy relies on patience, repetition and simplifying difficult concepts in a way that takes the intimidation out of learning new material. In my free time, I love to discover new music, write and practice photography.

I am quite passionate about education, since I feel it is the key to any sort of satisfying life. As the saying goes, knowledge is power, and knowledge can give you comfort and help guide you through a world that is often frustrating, convoluted, and dissatisfying. I have channeled this passion into teaching astronomy, which I majored in. I also taught some history and religion topics as head of a secular club in college.

I am a graduate of Trinity University with a B.S. in biology and a minor in spanish. I am available for tutoring in math and science courses, as well as beginner spanish and ACT prep. In my tutoring experience, I have primarily worked with high school students in science and math courses, and have really enjoyed the opportunity to encourage enthusiasm for their classes during these sessions. I work to help my students understand the material at a conceptual level so that they can build upon what they have learned in the future, and also focus on organization in problem-solving methods. Outside of tutoring, I study physical therapy at UCD and spend my free time running and hiking with friends.

I am currently a Masters student in Indo-Tibetan Buddhism at Naropa University in Boulder, CO. Previously, I had attended the Colorado School of Mines earning a bachelor's degree in Engineering Physics. I aspire to become a professor of Buddhist philosophy integrating contemplative studies with rigorous scientific and formal logics. Apart from scholastic endeavors, I spend much of my time wandering the Colorado mountains, practicing the piano, and studying the world around me.

I am a freshman at the University of Colorado Boulder majoring in astrophysics and chemistry with a 4.00 GPA. I have been passionate about science and STEM topics my whole life, focusing on them in both high school and college classes. In my free time, you can usually find me exploring forest preserves by day and surveying the skies with my telescope by night.

I am a lifelong learner, and I would love to be your next tutor!

I am so excited to start tutoring with Varsity Tutors! Previously, I have experience tutoring students in English and math at a high school tutoring center. I am comfortable assisting students of any grade level with English or writing. From brainstorming to editing, I have lots of tips and tricks to help students improve the writing and grammar. In arithmetic, I decided to offer tutoring services for only Algebra I, middle school, and elementary math because I feel I am better suited to explain these concepts; however, my math skills are proficient up to the Calculus II level. During high school, I volunteered for 2 years with a youth development program at an elementary and middle school in my community. I really enjoyed building relationships with younger students, and I hope to continue doing so in the future. I look forward to meeting future clients and helping them reach their academic goals!

I am currently an undergraduate studying Computer Science at the University of Kansas, and am also a member of the KU Honors Program. As a native of Colorado, I love the great outdoors and have done everything from skydiving to climbing a few "14ers". I place great value on education and see the importance in attaining a deep understanding of academic subjects. I have a casual teaching style and do my best to teach my students the value of what they are learning. I specialize in Math and ACT and SAT prep.

I'm a failure" to "the subject is hard but I can do it" does wonders for keeping them confident and engaged.

A Yale history of science degree means Christopher spent four years reading primary sources where every word choice carries weight — 18th-century medical treatises, dense scientific correspondence, arguments built in language that doesn't hand you its meaning easily. That training in careful, deliberate reading now shapes how he teaches comprehension: breaking a passage into its moving parts, identifying what the author is actually claiming, and building the habit of re-reading with a specific question in mind rather than scanning for surface-level answers.

Struggling readers often aren't lacking intelligence — they're missing a strategy for pulling meaning from dense or unfamiliar texts. Meghan teaches active reading techniques like annotation, context-clue vocabulary building, and identifying an author's argument before getting lost in details. Her PhD work in American Literature at UConn means she's spent thousands of hours doing exactly this kind of close, purposeful reading.

Breaking down a reading passage is a lot like stage-managing a complex production: you have to identify what matters, how the pieces connect, and what the creator intended. Ariela teaches students to annotate actively, distinguish main ideas from supporting details, and make inferences grounded in textual evidence rather than guesswork.

Political science coursework at Northwestern means Parag spends most of his week pulling apart op-eds, policy briefs, and academic arguments — texts where the real claim is often buried under qualifications and jargon. He teaches students to spot that structure in any passage: where the thesis actually lives, which details are evidence versus filler, and how to read strategically enough to answer questions without re-reading the whole thing. Rated 5.0 by students.

Narrative Medicine — Camille's graduate focus at Columbia — is essentially the study of how reading shapes understanding, training clinicians to pick up on structure, voice, and meaning in everything from patient histories to literary essays. That interdisciplinary lens, layered on top of an African and African American Studies degree from Duke, means she teaches reading as an act of interpretation: identifying what an author emphasizes, what they leave out, and how the two work together to build meaning. Rated 5.0 by students.

Elementary-age students who can decode words but zone out before the end of a paragraph need a different kind of practice — and Christina's two-plus years of private tutoring with younger learners gave her a toolkit for building that bridge between sounding out words and actually understanding what they say. Her computer science training reinforces the habit of reading precisely, since a single misread line of documentation can derail an entire program.

Between electrical engineering textbooks, neuroscience research papers, and Latin prose, June has spent her time at Brown learning to read across wildly different registers — each demanding its own way of extracting meaning from a page. She teaches students to adapt their approach based on what they're reading, whether that means slowing down to untangle a complex argument or skimming strategically for key evidence. Her 1580 SAT speaks to how well that flexible reading style translates under timed pressure.

When a passage feels confusing, the issue is usually that a student is reading every line at the same speed instead of adjusting strategy by text type. Eileen — who scored 1550 on the SAT and a perfect 36 on the ACT — teaches active reading techniques like annotation, context-clue vocabulary decoding, and identifying an author's purpose within the first few sentences. These skills transfer directly to both standardized tests and classroom assignments.

Graduate-level work at Yale and UPenn required Jessi to digest dense academic texts quickly — pulling out central arguments, evaluating evidence, and distinguishing main claims from supporting detail. She applies those same active reading strategies to any level, from middle schoolers tackling their first nonfiction passages to high schoolers preparing for standardized reading sections.

A Latin American History degree from Duke and a law degree from UNC Chapel Hill means Jean has spent years reading across two very different disciplines — parsing primary sources full of cultural context, then pivoting to legal briefs where every clause carries weight. That range shows up in how she teaches comprehension: breaking a passage into its moving parts, identifying what the author is actually claiming versus what's just background, and building the kind of deliberate reading habits that transfer from literature excerpts to standardized test passages.

Getting through a dense passage isn't about reading every word at the same speed — it's about knowing when to skim, when to slow down, and how to track an author's argument across paragraphs. Hannah, who holds degrees in both History and English alongside an MFA in Creative Writing, teaches active reading strategies that translate directly to stronger comprehension and annotation skills.

Stronger reading starts with knowing what to do when a passage doesn't make sense on the first try — rereading strategically, annotating for structure, and distinguishing main claims from supporting details. Jennifer, who scored a 1510 on the SAT and is completing her Secondary English MAT at NYU, teaches these active reading habits so students can tackle dense or unfamiliar texts with confidence.