The ACT Reading section rewards a specific kind of speed — not skimming, but knowing what to look for before you read the passage. Reed's philosophy background trained him to dissect arguments and identify main claims quickly, skills he applies directly to the prose fiction, social science, and natural science passages. His 34 composite and 4.8 rating speak to how well that approach translates.

I am currently a P1 pharmacy student. I have had numerous opportunities to tutor students of various ages primarily in subjects that pertain to my program of study, especially chemistry. Throughout my years of study, I have come to the realization that only after meticulous examination of all the possible scenarios and exceptions of a particular phenomenon can we recognize patterns that may have facilitated our initial attempt to understand it in the first place. As a tutor, I hope to serve as a guide that aids students in discerning such patterns and integrating concepts to achieve a thorough and holistic understanding of the subject being studied. Besides tutoring, I enjoy playing the piano and cello, biking, and reading.

Speed is the real challenge on ACT Reading — four passages in 35 minutes leaves almost no room for re-reading. William, who earned a 34 ACT composite, 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 hunting back through the text.

The ACT Reading section punishes students who read passages the same way they'd read a textbook. Eshita teaches an active-reading method that targets how the test actually asks about tone, inference, and author purpose — so students spend less time re-reading and more time answering confidently. Her 35 ACT composite backs up the approach.

I am recent graduate of Sewanee: The University of the South, where I earned a B.A. in English and minors in biology and chemistry. Unsurprisingly, these subjects are where my interests lie, and I also love to help with preparation for standardized tests, especially the critical reading portions of them. I have experience tutoring molecular and cell biology and coordinating a tutoring program for pre-health students at my alma mater. When tutoring, I want to help students do what my past tutors and professors helped me to do: go further than learning discrete facts and instead learn to learn. I want to help you develop your ability to think critically, apply previous knowledge to new material, and break down complex ideas. As a result, you can expect me often to ask the question, "Why?" Overall, my goal is to help you get to the point that you no longer need me! And that's okay, because my unemployment will indicate your success.

Four years of tutoring across reading, literature, and essay work gave Henry a sharp eye for how authors build arguments — the kind of structural awareness that pays off on ACT inference and author-purpose questions, where wrong answers often twist one key detail. His 34 ACT composite and 4.9 student rating come from an approach grounded in adapting to how each student actually processes passages, whether that means slowing down on prose fiction or speeding up on natural science. As a math-and-economics student at Vassar, he brings an analytical lens that cuts through the subjective feel of reading comprehension and turns it into something systematic.

Most ACT Reading mistakes come from spending too long on the passages and not enough time actually answering questions with evidence. Craig, who earned a 34 composite, teaches a passage-mapping technique that lets students locate key arguments and details quickly across prose fiction, social science, humanities, and natural science texts. Rated 4.9 by students.

I am currently a first year medical student interested in Pediatrics. Prior to medical school, I obtained a bachelor's degree in Neuroscience from The Ohio State University (Go Buckeyes!) and a master's degree in Physiology. I have some experience tutoring elementary school children in person but am looking forward to reaching out to more students virtually. I am passionate about math and science, particularly health sciences. When I am not working or studying, I love to take my dog on walks, head to the dog park, or crack open a good book. I look forward to passing along my passion for learning!

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'm a recent college graduate with degrees in Biological Sciences and Russian from Ohio University. During my time there, I tutored students in a variety of subjects, including biology, chemistry, and Spanish. In addition, I worked as both a peer advisor and teaching assistant, which gives me insight into the learning strategies and study skills that students need to succeed. As a tutor, I like to focus on doing actual problems with students because it is the most effective way to immediately identify their strengths and weaknesses and to address them. In my free time, I like to lift weights, read books, and spend time with my friends.

I am a rising sophomore at Case Western Reserve University studying engineering. I have taken most high-school level standardized tests, and have scored consistently above the 95th percentile. I have tutored small groups of students throughout high school, and also have experience as a private tutor. Outside of the classroom, I enjoy playing Ultimate Frisbee with my college club team.