Award-Winning Reading Tutors
serving Greenville, SC

I am well familiar with all the techniques to achieve a higher score. I can also show a student how to study effectively so that they do well in school.

I am currently a Senior at Florida Atlantic University, pursuing a Bachelor of Arts in English with honors. I have gained valuable experience teaching a diverse range of subjects. I have had the opportunity to teach writing, reading, critical thinking, and beginner's Spanish to students from grade 6 through undergraduate college. This experience has honed my communication and instructional skills, allowing me to engage with students of various age groups and learning styles. I am excited to continue applying my skills and interests as a tutor because I planning to pursue my PhD in literature after graduating with the goal to become a professor. I am committed to contributing meaningfully to the fields of literature, education, and language.

Growing up in a large Caribbean family meant Lenique was constantly switching between storytelling traditions, dialects, and cultural references — a background that made her attuned to how much context shapes the way someone processes a page of text. Her Duke biology training added a different dimension: reading where every detail in a dense passage matters and skimming isn't an option. She brings both instincts to reading sessions, teaching students to actively track meaning whether they're working through a picture book or a middle school nonfiction assignment.

Breaking a passage into layers — what the author literally says, what they imply, and why they structured it that way — is how Rachael teaches reading comprehension. She zeroes in on skills like identifying main ideas versus supporting details, making inferences from context clues, and recognizing an author's tone. Students walk away reading more actively instead of just scanning words on a page.

I am a recent graduate from the University of Georgia with a major in Chemistry and a minor in Spanish. During my junior year, I spent the fall through summer semesters helping instruct general chemistry classes and organic chemistry labs. Overall, I personally enjoy teaching and tutoring others not only because it better helps people understand some of the more difficult concepts of the material but because it also allows me to fully cement my knowledge and help people further.

I am currently a college student at the University of South Carolina who is open to helping anyone. I have tutored middle schoolers and have helped tutor in study groups during college. I understand how difficult classes can get. As an engineering major, I am willing to work hard in classes and I'll work with any hard topics that you have questions on. No question should be pushed away. My favorite area is Biology. I'm a Biomedical Engineering major. I look forward to tutoring you.

A music composition background might seem unrelated to reading, but Rachelle's Master's from the University of South Carolina trained her to analyze structure — how pieces build, where themes develop, and what holds a work together — skills that map directly onto tracking an author's ideas through a passage. Over ten years of tutoring across subjects from elementary through college level taught her that many students just need someone to show them how a text is organized before comprehension follows naturally.

I am a graduate of Siena College in Loudonville, NY. I received my Bachelor of Science in Marketing and Management. I have two children that I have homeschooled for eight years. We have used many different curriculums and tried many different teaching styles. That is the beauty of homeschooling! We can change tactics and find what works at that time. I started a homeschool co-op, and I was the director and tutor for 6 years. I am now a tutor at a homeschool co-op in South Carolina. I was also a substitute teacher at a public school. I tutor many subjects, but I specialize in reading for young children and children struggling with reading. I believe in the above-at-below reading method. A child needs you to read to them above their reading level, with you at their reading level, and they should read independently below their reading level. This helps build confidence and works great, especially for young or struggling readers. I also teach history and science and have experience with classical education.

Strong readers don't just decode words — they identify an author's argument, evaluate evidence, and make inferences across paragraphs. Reid approaches reading comprehension as a teachable skill set, breaking down strategies for annotating, summarizing, and distinguishing main ideas from supporting details. His experience spans middle school through college-level texts.

Years of analyzing dense academic texts in art history and archaeology trained Elena to extract key arguments quickly, distinguish main ideas from supporting detail, and recognize how authors structure their reasoning. She applies those same active-reading strategies to students working on comprehension — teaching them to annotate effectively, identify context clues for unfamiliar vocabulary, and summarize passages in their own words before answering questions.

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.

For students who struggle with reading comprehension, the problem often isn't effort — it's that no one has explicitly taught them how to monitor their own understanding as they read. Diana's TESOL background trained her in exactly this: making strategies like predicting, questioning, and summarizing into habits rather than afterthoughts. She tailors her approach to the student's current level, whether that means decoding informational texts or tackling longer fiction.

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.

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.

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.

A Princeton education heavy on analytical writing and psychology research papers means Margaret spent four years reading texts where every claim had to be traced back to its evidence — a habit she now teaches to her own students. She breaks down passages by showing readers how to identify what an author is arguing, spot the supporting details that matter, and filter out the filler. Her 4.9 rating and 1530 SAT reflect the kind of precise, deliberate reading she brings to each session.

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.

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.

Co-founding a tutoring program for refugee youth in Durham meant Jenny had to teach reading to students who were simultaneously learning English itself — an experience that sharpened her ability to break comprehension into concrete, teachable steps rather than assuming background knowledge. Her anthropology training at Duke, where every ethnography demanded careful attention to voice, framing, and unstated cultural assumptions, gave her a close-reading toolkit she now applies to everything from grade-level fiction to standardized test passages. Rated 5.0 by students.