The ACT Reading section punishes students who read passively — four passages in 35 minutes requires a deliberate strategy for extracting main ideas and locating evidence fast. David, who scored a 36 composite, teaches a structured approach to each passage type so students spend less time rereading and more time answering confidently.

I am a graduate student living in New York and have been tutoring and teaching test prep classes for the past several years. I love working with students to help them gain confidence and understanding in subjects that have been giving them trouble, and I strive to make learning the most positive and enjoyable experience possible!

Speed is the hidden obstacle on ACT Reading: four passages, 40 questions, 35 minutes. Nisarg teaches an active-reading method where students annotate for argument structure and tone as they go, so they can answer inference and main-idea questions without re-reading entire paragraphs. His 34 ACT composite backs up the approach.

Rohit reads critically for a living — coaching debate requires dissecting arguments in dense source material every week. On the ACT Reading section, he teaches students to map each passage's structure in the first 90 seconds so they can answer inference and purpose questions without re-reading entire paragraphs. That efficiency is what turned his own prep into a 35 composite score.

I am currently a senior at the University of Minnesota, Twin Cities, and I am double majoring in Genetics, Cell Biology, and Development and French. I am pre-med, so I do hope to go to medical school next year and am currently in the process of applying. I graduated from Hinsdale Central High School in 2012, and there I was a member of the National Honors Society which was my first experience with tutoring. I am currently a volunteer at the University of Minnesota Masonic Children's Hospital, and I help patients and siblings with homework and reading there, as well.

I am an incoming Epidemiology and Global Health Master of Public Health student at the University of Minnesota. I received my undergraduate degree in Mathematics from Grinnell College in 2020 and also have extensive coursework in philosophy, biology, chemistry, and physics. I worked as a calculus tutor in Grinnell's math lab and tutored a professor's 8th grader in recreational math, competition problems, and ACT math test prep. I'm an alumni of the Johns Hopkins Center for Talented Youth (CTY) and enjoy juggling, sudoku, and creating origami tessellations.

I am a rising senior at Pomona College, a small liberal arts college in California, majoring in Public Policy Analysis with a concentration in Economics and a minor in Mathematics. Born and raised just outside of Minneapolis, I am excited to be tutoring in the area. I've studied a variety of topics over the course of my academic career, but I feel especially confident in my knowledge base and tutoring ability in math, history, and standardized testing (especially the ACT).

The ACT Reading section gives students just 35 minutes to process four dense passages across prose fiction, social science, humanities, and natural science. Emily breaks down each passage type differently — teaching students when to skim for structure versus when to read closely for tone — so they stop running out of time on the final passage.

Reading dense scientific passages under a time crunch is something Marika does in her veterinary program every day, and the ACT Reading section demands that same skill. She teaches students to identify the question type first — main idea, inference, detail, vocabulary-in-context — and then read strategically instead of re-reading entire passages. Her 32 ACT composite backs up the approach.

Five years of teaching and tutoring language arts means Abbey has watched students make the same ACT Reading mistakes in real time — rushing through prose fiction passages, second-guessing inference questions, losing minutes to re-reading instead of strategically scanning. Her English and Journalism training at the University of Minnesota keeps her anchored in how authors construct arguments and narratives, which she uses to teach students to anticipate what the questions will ask before they finish the passage. A 33 ACT composite confirms she knows the test's rhythm firsthand.

I am particularly passionate about math as well as standardized test prep. I studied math on a double-accelerated track throughout middle school and high school, covering math from algebra to multivariable calculus. Aside from teaching academic subjects, I am also trained in playing the piano and violin, having taken lessons for piano from the ages of 4 to 18 and playing violin in my school orchestra from 5th to 12th grade. I love working with students to improve their skills in an area of study, and my favorite part is getting to see them gain confidence in themselves and their own abilities!

Reading comprehension on the ACT is less about understanding every word and more about knowing where to look. Cleo teaches students to map each passage's argument structure before touching the questions, a technique especially useful on the paired-viewpoint passages where two authors disagree. Her 32 ACT composite backs up the strategy.