An avid reader herself, Talia tackles reading comprehension by teaching students to actively annotate rather than passively scan. She zeroes in on skills like identifying an author's purpose, distinguishing main ideas from supporting details, and making inferences from context clues — building the kind of engaged reading habits that transfer across every subject.

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 a dense passage into its core argument, identifying the author's purpose, and distinguishing evidence from opinion — these are learnable skills, not innate talents. Jean tackles reading comprehension by teaching students to annotate actively and ask targeted questions as they read, rather than passively scanning for answers. Her experience with standardized test prep across the SAT, ACT, and ISEE means she knows how to adapt these strategies to timed reading sections as well.

Struggling readers often skip the step that matters most: slowing down to ask what a sentence is actually doing. Max teaches active reading strategies — annotation, summarizing in the margins, identifying an author's purpose paragraph by paragraph — that turn passive skimming into genuine comprehension. His classroom experience spans literary fiction, nonfiction primary sources, and standardized test passages, so he adapts his approach to whatever a student is tackling.

ESL students taught Eunice something most reading tutors learn later: comprehension breaks down differently when a reader is processing language itself alongside meaning. Her experience tutoring non-native English speakers sharpened her ability to isolate whether a student is stuck on vocabulary, sentence structure, or the actual ideas in a passage — and to address each one separately. Holds a 5.0 rating and a 35 ACT.

A double background in biology and English literary theory means John approaches reading from two directions — dissecting scientific papers for evidence and unpacking novels for argument and subtext. He teaches students to identify an author's purpose, track how ideas develop across paragraphs, and pull meaning from unfamiliar vocabulary using context clues. That cross-disciplinary habit makes dense or technical passages far less intimidating.

A History of Science degree from Harvard meant Deirdre spent four years reading across disciplines simultaneously — parsing 18th-century scientific treatises one hour, then switching to dense biology and chemistry texts the next, then analyzing government policy papers before dinner. That cross-genre fluency is exactly what she brings to reading sessions: teaching students how to adjust their approach depending on whether they're facing a narrative, an argument, or an informational passage, and how to pull the key ideas out of each one.

Strong readers don't just decode words — they track themes, question the author's choices, and connect what they're reading to larger ideas. Elizabeth builds these active-reading habits by teaching annotation strategies, inference skills, and vocabulary-in-context techniques drawn from her graduate English training. She's worked with readers at every level, from ESL learners building fluency to advanced students tackling dense literary texts.

Struggling readers often skip the step that matters most: slowing down to ask what a passage is actually doing, not just what it says. Zoe unpacks reading strategies like annotation, identifying an author's purpose, and distinguishing main ideas from supporting details. Her SAT score of 1550 reflects the kind of precise, active reading she teaches.

Before law school, Amanda spent five years teaching reading — first through AmeriCorps literacy work, then as an ESL instructor — covering everything from basic comprehension strategies to analyzing complex nonfiction passages. She teaches readers to actively annotate, identify an author's purpose, and distinguish main ideas from supporting details. That hands-on experience with a wide range of reading levels means she can pinpoint exactly where a student is getting stuck.

Strong readers don't just decode words — they track an author's argument, anticipate counterpoints, and distinguish evidence from opinion. Priyanka builds these active-reading habits by working through passages from a range of genres, showing students how to annotate strategically so comprehension sticks beyond the first read-through.

Biochemistry research papers don't reward skimming — John's lab work at Boston University trained him to extract precise meaning from dense, jargon-heavy text where missing one qualifier changes the entire conclusion. He applies that same discipline to teaching reading comprehension, showing students how to track an author's structure, weigh key details against filler, and build meaning across paragraphs instead of sentence by sentence. Holds a 5.0 rating and a 1570 SAT.

Growing up on Shakespeare and Tudor history gave Gabrielle a reading life built around texts that don't hand you their meaning — you have to dig into sentence structure, context clues, and authorial intent to figure out what's actually being said. She brings that same close-reading discipline to students working through any genre, teaching them to slow down and actively interrogate a passage instead of skimming past the parts that feel difficult. Her 33 ACT reflects the kind of precise, strategic reading she breaks down in sessions.

Behavioral neuroscience training at Northeastern gave Allie a specific edge for teaching reading — she understands how the brain processes and retains written information, which means she can explain *why* certain strategies like annotation and re-reading actually work, not just assign them. She applies that science-informed approach to building comprehension skills, from pulling key details out of a dense paragraph to recognizing how an author structures an argument across a full passage. Holds a 5.0 rating from students.

I am a senior at MIT majoring in Writing with a specialization in Digital Media. I have also completed a minor in Business Management. As one of ten writing majors at a school full of people pursuing science and technology rather than humanities subjects, I have taken a default position as tutor for anyone struggling with any writing assignments. I have helped fellow college students on a wide variety assignments ranging from analytic papers on race in the media, to papers on scientific theories, to scholarship essays. In high school I was a Link Crew tutor for three years, making myself available for tutoring sessions after school for whatever subject students required help in.

I'm a proud graduate of Cornell University (B.A. in Psychology, 2011) and William James College (M.A. in Psychology, 2014). I have founded my own business as a Productivity Coach, specializing in executive functioning and motivation. I also enjoy helping students learn with tutoring! My background means I am well suited to clients with test anxiety, and other psychological factors that interfere with academic potential. I have experience working with clients with ADD/ADHD and Autism Spectrum Disorder.

I am a graduate of the University of Notre Dame with a Bachelors of Arts in English and Philosophy. At Notre Dame, I worked as a tutor at the University Writing Center, helping both undergraduate and graduate students with their writing. I also tutored local middle school students in reading and writing to prepare them for standardized tests. I had the opportunity to live in Spain for 6 months, where I became fluent in Spanish and developed a love for tutoring English language learners. Since graduation, I have worked with students at Midtown Educational Foundation and other extracurricular programs, and am currently pursuing a Masters of Arts in Teaching English. I tutor a wide range of subjects, although I am most passionate about English, Spanish, and Writing. I am an advocate of student-centered tutoring, and my goal is to support and guide students so that they have the satisfaction and confidence of knowing how to think through a problem and reach the correct answer. In my free time, I love to bake, read, play soccer, and act in plays.

I'm interested in advocacy, public health, and immigration. My hobbies include hiking and spending as much time as possible outdoors, learning to play the guitar, learning new languages, running, and weight-lifting.

I am a recent graduate of Harvard College, graduating with a degree of High Honors in the History of Science. I am also anticipating entering dental school this coming Fall at Columbia College of Dental Medicine. In this interim year, I would love the opportunity to continue tutoring -- I have tutored all throughout college in a multitude of subjects, and this rewarding experience has not only helped the students, but has also allowed me the chance to myself better learn how to communicate with students of all ages and backgrounds.

I'm a recent college graduate from the University of Chicago and young professional based in Washington, DC, and currently working in international development. I have substitute taught STEM and English to all levels of college-preparatory high schoolers. I also established a peer-to-peer tutoring and mentoring program at my former high school and developed curricula centered around standardized test preparation and college admissions. In college, I coordinated outreach to promising underrepresented minority students, developing and implementing seminars designed to guide them through the admissions process for top universities, bolster their chances of success, and connect them with resources aimed at increasing access and affordability. Among other things, I have a strong background and experience in various types of academic and professional writing. My stints with college classes and all sorts of professional organizations have equipped me with foundational skills in technical writing, strategic communication, blogging, and journalism that I'm always excited to pass on to the next generation of academic superstars!

I am a 2019 graduate of Carnegie Mellon University, where I received a dual degree BFA in Vocal Performance and BA in Creative Writing. I also achieved a GPA of 3.92, 3 semesters on the Dean's List, induction into Phi Beta Kappa as well as Sigma Tau Delta (the English honors society) and Pi Kappa Lambda (the Music honors society), Carnegie Mellon University Honors, and Dietrich College of Humanities and Social Sciences Honors. I graduated Bloomfield Hills High School with a 3.96 GPA in 2015, and was a National Merit Finalist as well as a Presidential Scholarship candidate, thanks to my top test scores.

I am currently working on my PhD in English Literature at Southern Methodist University. I specialize in the intersection between ancient texts and Christianity as it is evident in Renaissance literature. During my MA I worked as a teacher's assistant, learning teaching strategies from many distinguished professors. Students met with me one on one to discuss assignments, work on papers, and review for tests. During these years I had the opportunity to work with several ESL students and students with disabilities. Being deaf in my right ear gives me a unique perspective when working with students struggling with disabilities because I have fought those battles myself, albeit to a smaller degree than some. I firmly believe that disabilities should never stand in the way of learning.

I am currently a Finance major at Boston College. I graduated from the United World College in Mostar in Bosnia and Herzegovina. At this school, my interest in tutoring and getting to know different people was ignited when I started tutoring non-native English speakers. I learned to be patient while teaching new subjects and to cater to the needs and interests of my students. I have lots of experience taking standardized tests such as the ACT and AP tests and would love to spread my knowledge to my tutees in an exciting and dynamic way.

I am comfortable, however, with upper level math classes (such as calculus), and science courses (biology, chemistry, and physics). I am in the process of applying to medical school as well. I have been fortunate to have already been accepted into a couple of schools. I would love to help you prepare for the MCATs and get a head start on your medical school application. I think this one-on-one tutoring model can be a powerful study method in preparing you for success in both the classroom and on standardized tests. In my spare time, I enjoy skiing, running, playing board games, and performing/learning magic tricks!

I'm passionate about a wide range of subjects, I particularly love tutoring writing and anything that requires analytical reasoning.

I am a current graduate student at Boston University getting my Masters of Science in Medical Sciences and will be applying to medical school this year. I also received a Bachelors in Biology from Boston College. I am passionate about inclusion for students with developmental delays and have done clinical research in this field. I have had experience teaching students as young as 5th grade to students in high school and college. Although I have degrees in the sciences and have recent exposure to human biology courses, I am also knowledgeable in other subjects such as English grammar and Reading Comprehension.

I am an educator in the Boston area with a strong background in reading, writing, and middle and elementary math.

I am a graduate of the University of Virginia, where I received a Bachelor of Arts degree in Global Public Health. After college, I went on to get my Masters of Science in Biomedical Science at Tufts University School of Medicine. I am currently applying to medical school and hope to matriculate next fall. In the past, I have tutored middle school geometry and worked as a peer tutor in a college level introductory biology lab. I have an extensive background in biology and am passionate about healthcare. I hope to share my love of science and education with my students. I understand how stressful certain classes can be, and I will break down complex topics to make them more approachable. Outside of the classroom, I work as a medical scribe and enjoy reading, running, and listening to music.

I'm very patient with students and understand how to explain things in ways that make sense with their learning styles. I enjoy getting to know how they think and helping tailor the lesson to each individual.

I'm Grace! I enjoy teaching English and High-School Biology to ESL and elementary, middle, and high school learners. I was born and raised in the New Jersey! I scored a 760 on the SAT English section and 780 on the Math section. I graduated cum laude (3.7 GPA) with a Bachelor of Science in Biology and Health Sciences from Brandeis University in May of 2023. I am now enrolled at Boston University Goldman School of Dental Medicine as a first year dental student, one of the top dental schools in the nation with a 5% acceptance rate so I have plenty of knowledge in the sciences! I have also volunteered in the Boston area as an English tutor for ESL immigrant students, and I'm fluent in Mandarin Chinese and proficient in Spanish.

I am a graduate of Boston University (BU) as of 2012, and I recently graduated from Tufts University in 2014. I have received my Bachelors of Science in Biomedical Engineering from BU, and I have earned my Masters of Science degree in the same field at Tufts. I currently work as a research scientist in Cambridge studying therapies for Alzheimer's and Parkinson's Disease. My tutoring experience stems from my involvement in the National Honor Society at Xaverian Brothers High School where I tutored Freshman and Sophomore classes in our mathematics and science, specifically Algebra, Calculus and Biology. Furthermore, after being inducted in the Tau Beta Pi Engineering Honor Society at BU, I led tutoring sessions specifically geared to Engineering principles such as mechanics, physics, and mathematics. As an engineer, my favorite subjects to study are High School to College Mathematics as well as the Sciences (Physics, Chemisty, Biology) because it gives the mind a great workout! I am a generally upbeat and motivated individual which is essentially translated to my tutoring strategies; if you can somehow make the subject engaging, the more chances the student will want to learn the material! I enjoy that "A-ha!" moment when the student fully and finally understands a concept! In my spare time, I am a competitive ballroom dancer, theater aficionado and a scientific researcher in biomedical engineering!

I am currently a Junior at Boston University majoring in Medical Sciences and minoring in Psychology. I am in the Seven Year Liberal Arts/Medical Education program with Boston University School of Medicine. I greatly enjoy teaching others and assisting students in their academic journeys. I have tutoring experience in the past with peer and younger students in subjects such as Writing, Math, and Science. I have a great foundation in these areas and hope to share my knowledge with others!

I am a recent graduate from Emerson College. I received my Bachelor of Fine Arts in Creative Writing with a focus on fiction. In addition, I minored in psychology and photography. I am experienced in academic and personal essay writing as well as fiction and poetry.

I am a postdoctoral research fellow at Brigham and Women's Hospital, Harvard Medical School where I am continuing to perform biomedical research. When I am not in the lab, you can find me exploring historical sites and hiking outdoors.

I am an upbeat and creative teacher and tutor with experience teaching subjects across the arts and humanities! Need help organizing an essay, or writing a college application? Struggling to differentiate early Christianity and Judaism? Iambic Pentameter making you crazy? Missed the lesson on the sociological perspective? Let's chat! I studied Religion and Theatre at Wellesley College and took classes in Literature, Sociology, Anthropology, Psychology, History, Dramatic Theory, and more! I have a special place in my heart for Shakespeare, and my favorite quote of his is "Let the sky rain potatoes!"

I am a current sophomore at Tufts University, where I am pursuing a BA in Mathematics. I have loved math since elementary school and look forward to working with you to foster your love for math as well!

I'm assuming the role of a teacher or a professor. My areas of specialization are broad. I enjoy the sciences, maths, English language, and dabble in history.

I am a second-year Political Science major and Mathematics minor at Northeastern University. I hail from St. Paul, Minnesota, but last year's winter here was still the worst I have ever seen. I am currently a member of the Northeastern Debate Society and International Relations Council, which includes participation in Model United Nations, and a featured columnist for the Northeastern Political Review, a student magazine. I have also previously participated in Mock Trial, Speech, Knowledge Bowl, Theater, and Band, where I played the alto saxophone. Last year, I volunteered as a tutor for SquashBusters in Boston, and I just started volunteering as an extracurricular teacher for Citizen Schools.

I'm an MIT grad with 10+ years of experience tutoring SAT and ACT living in the Boston area. I work in finance, but my passion is teaching. If you work with me, I promise my enthusiasm and corny jokes will keep you motivated.

I am a freshman at Northeastern University. I am currently studying Psychology on a Pre-Med track. Even though my studies are heavily science-based, I enjoy all other subjects, as well. I tutored in high school as Vice-President of the National Honor Society and I am looking forward to continuing my passion for helping others through tutoring.