Award-Winning Reading Tutors
serving Myrtle Beach, SC

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 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.

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.

Three years of classroom reading intervention taught Molly exactly where comprehension tends to stall — whether a student struggles with making inferences, tracking a main idea across paragraphs, or connecting what they read to prior knowledge. She's Illinois-certified K-9 and holds degrees from Columbia and Northwestern, so she brings both research-backed strategies and real classroom instincts to every reading session.

Strong reading is really about knowing what to do when a passage doesn't make sense on the first try. Jamie teaches specific strategies — annotation techniques, context-clue reasoning, and how to distinguish an author's argument from the examples supporting it — that turn passive reading into active comprehension. His 1600 SAT reflects the kind of close-reading skill he brings to every session.

A background in cognitive science means Sugi understands how the brain processes text — why some students lose track of an author's argument mid-paragraph, and what strategies actually improve comprehension and retention. She teaches concrete techniques like annotation mapping and active questioning that turn passive reading into engaged analysis. Her perfect ACT score confirms she practices what she teaches.

Someone who reads voraciously for pleasure — and who built both a bachelor's and master's degree around close textual analysis of religious literature — brings a genuine enthusiasm to reading sessions that younger students pick up on quickly. Alex treats every passage as something worth being curious about, teaching kids to ask questions of a text rather than just push through it. Rated 5.0 by students.

At Penn State's Writing Center, Hannah worked with everyone from non-native English speakers to honors students, and the common thread was always reading comprehension — understanding what a text says before you can respond to it. She teaches active reading strategies like annotation, summarization, and identifying an author's purpose, skills that pay off across every subject a student encounters.

Years of working across French, Spanish, and English literary traditions as a comparative literature major trained Sash to read slowly and strategically — pulling apart syntax, identifying an author's rhetorical moves, and distinguishing main arguments from supporting detail. For students who rush through passages or struggle with comprehension on timed assignments, Sash teaches specific annotation and active-reading techniques that build real retention.

Engineering textbooks don't reward skimming — Corrina's mechanical engineering training at the undergraduate level meant parsing technical passages where missing one conditional clause could derail an entire problem set. She brings that same precision to reading sessions, teaching students how to slow down, identify what a sentence is actually saying, and build meaning across a full passage instead of grabbing at isolated details. Rated 4.7 by students.

A Latin American History degree from Duke and a law degree from UNC Chapel Hill means Jean has spent years reading across two very different disciplines — parsing primary sources full of cultural context, then pivoting to legal briefs where every clause carries weight. That range shows up in how she teaches comprehension: breaking a passage into its moving parts, identifying what the author is actually claiming versus what's just background, and building the kind of deliberate reading habits that transfer from literature excerpts to standardized test passages.

A philosophy degree from Princeton and a history master's from Berkeley means Jeff spent years doing nothing but reading — dense primary sources, competing scholarly arguments, texts where a single paragraph can shift an entire interpretation. He taught undergraduates at Berkeley how to pull apart those kinds of passages, and that same approach carries over to any level: teaching students to track what an author is actually claiming, spot where the reasoning turns, and stop treating reading as passive absorption.

A Yale history of science degree means Christopher spent four years reading primary sources where every word choice carries weight — 18th-century medical treatises, dense scientific correspondence, arguments built in language that doesn't hand you its meaning easily. That training in careful, deliberate reading now shapes how he teaches comprehension: breaking a passage into its moving parts, identifying what the author is actually claiming, and building the habit of re-reading with a specific question in mind rather than scanning for surface-level answers.

History and political science majors read differently — they learn to weigh competing accounts, spot bias in a source before finishing the first paragraph, and figure out what an author is arguing even when the thesis isn't spelled out. Rachel brings that analytical reading habit to her sessions, teaching students to ask questions of a text instead of passively absorbing it. Her 1510 SAT and 34 ACT point to the kind of disciplined, strategic reading she passes along.

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.