Medical school at the University of Arizona means Alex reads hundreds of pages of dense, unfamiliar material every week — the same core skill the ACT Reading section tests under a 35-minute clock. With a perfect 36 ACT composite, he teaches students to attack the paired viewpoints and natural science passages by isolating each author's claim before looking at answer choices, which eliminates the subtle scope-shift traps that cost most test-takers points. Rated 4.8 by students.

I'm a 24-year old teacher/tutor. I am a very personable, outgoing person and I enjoy making connections with others- especially when I can make people feel comfortable no matter what the setting- and I find that those who have less to say usually have the most important things to say! Tutoring provides me with a platform in which I am able to help others gain confidence in their work and watch them discover abilities they may not have known that they have. Above all, this is what I most love about tutoring and teaching.

I'm a rising sophomore at Georgia Institute of Technology. I love teaching and got a lot of practice from tutoring my brother. Physics is probably my favorite subject to teach.

Theater training builds a specific habit that pays off on the ACT Reading section: reading for subtext — figuring out what a character or author actually means beneath the surface-level words. Tucker applies that instinct to inference and tone questions, where the difference between a right and wrong answer often comes down to catching an emotional shift or an unstated implication in a single paragraph. His 33 ACT composite and 5.0 student rating back up the approach.

Speed is what separates a good ACT Reading score from a great one — four passages, 40 questions, and only 35 minutes to get through them all. Alexis teaches a deliberate passage-mapping technique that trains students to locate evidence quickly instead of re-reading entire paragraphs. Her 32 ACT composite and coaching-style approach turn timed practice into measurable gains.

I am a Math and Science expert, and I would love to help you or your student reach their potential. I offer flexible hours, I am easy to get along with, and I have effective methods. I take pride in helping others learn. I have a BS in mechanical engineering so there isn't a high school or college math class I haven't taken. I'm a Physics dork as well! Outside of tutoring, I love the outdoors, sports (especially the Cardinals and Suns!), and science-fiction. I look forward to working with you!

Reading four dense passages in 35 minutes means students can't afford to read every line the same way. Claire teaches a triage method — skimming for structure, identifying the author's argument, then attacking questions that point back to specific lines before tackling inference questions. Her 32 ACT composite and psychology background give her a sharp eye for how passages are designed to mislead.

The ACT Reading section gives students 35 minutes to process four dense passages — it's less about comprehension and more about efficient, strategic reading. Isabel teaches a passage-mapping technique that cuts re-reading time and sharpens the ability to distinguish between what the text says, what it implies, and what the question is actually asking.

The ACT Reading section isn't about being a strong reader — it's about answering 40 questions in 35 minutes, which means learning to extract evidence from passages at speed. Jacob's 35 ACT composite and his psychology and theater training give him a sharp eye for how arguments are structured and how authors use tone to convey meaning. He teaches a passage-mapping technique that cuts down on re-reading and keeps students moving.

Lindsay's double grounding in biology and mathematics means she's comfortable with both the natural science passages that demand data-literate reading and the humanities passages that require tracking an author's shifting tone — two skills that rarely live in the same tutor. With a 35 ACT composite and a 4.9 student rating, she teaches students to anticipate what each passage type will ask before they finish reading, so they spend less time re-scanning and more time eliminating wrong answers. Her approach zeroes in on how the ACT disguises correct answers through subtle rewording, training students to match claims back to specific lines rather than relying on general impressions.