Strong reading starts with knowing how to interrogate a text — identifying an author's purpose, tracking how an argument develops, and distinguishing evidence from opinion. Jess's English degree and legal career both demanded exactly this kind of critical reading, and she brings concrete annotation strategies that make dense or unfamiliar passages far more manageable.

Strong reading skills come down to two things: understanding what the text actually says and figuring out what it implies. Hannah teaches students to slow down and annotate — identifying main ideas, making inferences, and connecting evidence across paragraphs. Her SAT score of 1400 shows she's practiced exactly the kind of close, analytical reading she now teaches.

Harrison's nanotechnology research and heavy science courseload mean he's spent years extracting precise meaning from papers where a misread clause changes the entire conclusion — a habit that sharpens how he teaches reading at any level. He breaks passages into their logical scaffolding, showing students how to identify what each paragraph actually contributes to an argument before moving on. His 1570 SAT and 4.9 rating speak to how well that analytical approach transfers.

Decoding words is only the beginning; real reading means making inferences, identifying an author's purpose, and connecting new information to what you already know. Dolmecia has spent over two decades teaching reading using IEP-aligned strategies and hands-on approaches that make comprehension concrete. She's rated 4.5 by the families she's worked with.

Breaking down complex reports at Lockheed Martin and The Bank of New York taught Aqsa a transferable skill she now brings to reading sessions: how to extract the key point from dense, unfamiliar material without getting lost in the details. She walks students through strategies like identifying an author's purpose, summarizing paragraph by paragraph, and using context clues to decode vocabulary — the same structured approach she uses to digest business cases and financial analyses in her UCF coursework.

I am graduated from Penn State University in Industrial Engineering in 2017. I've tutored ever since I was in high school, and I love helping people! I like to help my students understand math (and other topics) instead of just doing it blindly. My goal is to help my students improve their math (and other topics) and build skills that will help them find learning easier in the future! Fun fact, I used to work for Disney and I like to salsa dance!

I am a current university student with a passion for academics that I would love to share with students!

I am a graduate of Johns Hopkins University with a B.A. in Psychology and am currently pursuing a Master's degree at the University of South Florida in Educational Measurement and Research. I have tutored in one form or another intermittently since high school, from private tutoring in Chemistry, Algebra, Statistics, and SAT prep to T.A. responsibilities and instructor training for undergraduate statistics as part of my graduate studies.

I am a UCF graduate Summa Cum Laude with a 4.0 GPA! I graduated with a degree in Health Sciences Pre-Clinical. I am currently in the middle of applying to medical school. I am here to help and have previous tutor experience! I was a Supplemental Instruction leader at UCF, where I instructed students on General Chemistry and Organic Chemistry. Although I primarily have tutored at the collegiate level, I feel comfortable teaching at both undergraduate and primary school levels. I feel more comfortable in STEM courses but can tutor English and ACT Reading as well.

I'm in my 2nd year of medical school at the University of Central Florida. I previously graduated Cum Laude from the University of California, San Diego with a degree in Human Biology and Education Studies. I was an Academic Mentor for underprivileged San Diego communities. I was also a Teaching Assistant for the Biology department at UCSD. I have taught in a variety of settings; from one-on-one tutoring to review sessions for 300 people in a lecture hall. I primarily tutor MCAT, SAT, and the SAT.

I am a recent graduate of Fordham University with a Bachelor of Arts in philosophy and theology, as well as two minors in Medieval Studies and Classics. I have nearly life-long experience as an educator, particularly though to my current position as an museum educator at the Hudson River Museum. Additionally, I have a rigorous background in English language and composition, in addition to research and academic writing.

I am passionate about helping students achieve their potential and doing so in a way that makes them enjoy the process as much as I do. I have experience tutoring elementary aged kids to college students, and I love the diversity of learning backgrounds and personalities I encounter. Every student is different, and I enjoy utilizing varying learning techniques and approaches to satisfy their specific needs. I hope to share my enthusiasm with many students and help them reach their academic goals.

I am a senior at Rollins College and have my IB diploma from high school. I did TOK, HLs: Psych, Econ, language and literature, and SLs: Spanish, biology, and mathematical studies. I prefer psych, econ, business, and anything English or literature related. I can do paper revisions, essay help, reading comprehension, elementary/middle/high school math. I would prefer more basic math and science, can help with reading and writing in Spanish, and am up for anything.

I am a graduate of Seminole State College, from which I received my Bachelor of Science in Engineering Technology with an emphasis on drafting and design; along with a Technical Certificate in Computer Aided Design (CAD). I am currently a drafter in a structural engineering company. Additionally, I am also a pastor. As a pastor I teach children, ranging from K-thru 12 and offer tutoring. I also teach adults as well. I have always enjoyed teaching, that is probably due to the fact that I was raised by a teacher. The thing about teaching I am most passionate about is breaking down complex topics into smaller or "bite-size pieces. I like to see the "light bulb moment" when it begins to make sense to them. I often will use abstract objects within our immediate surroundings to illustrate a topic or concept in a fun way. This tactile understanding tends to be invaluable, as students are able to replicate the illustration themselves whenever they need to understand the concept again. I tutor English, Earth Science or Geography, Spanish and Autodesk softwares CAD and Revit