Most ACT Reading mistakes come from running out of time, not from a lack of comprehension. Sharan, who earned a 36 composite, teaches a passage-attack strategy that prioritizes locating evidence over re-reading entire paragraphs. She walks through each question type — main idea, inference, vocabulary in context — so students know exactly what the test is asking before they even look at the answer choices.

I am a 3rd year undergrad at the University at Buffalo, working toward my Mathematics BS with a computer science concentration. I find math exceptionally fascinating; I not only aim to teach an understanding of math but also an appreciation. I have taken courses in Algebra, Pre-Calculus, Calculus (I, II, and III), Geometry, Physics, Differential Equations, Linear Algebra, Probability, Statistics, and Mathematical Logic. Through my education, I have amassed an understanding of mathematics from multiple angles, and as such I provide a unique lens through which I want to help my students view the subject. Additionally, these courses are fresh in my mind, and so I can recall what did or did not make sense to me and what helped me understand a certain topic - insight I can pass along to my students. Again, I want to instill not only an understanding, but an appreciation for math in my students, as this appreciation will invoke a desire to further their knowledge. In my spare time I play guitar, drums for my band, ski, and watch hockey when I can.

I am licensed to practice pharmacy in the state of New York. Subjects that I am the most comfortable teaching are math (up to Algebra 2), science (Biology, Pharmacology, Pharmacokinetics, etc), and certain languages (Korean, Japanese, French) at the beginner level. While dabbling in a few "teaching" experiences (teaching assistant for a course, Paint Nite instructor) I found that I do best in a 1-on-1 setting which tutoring fits the bill. My teaching style is incredibly laid-back and my end-goal is making sure that one is comfortable with me and also with learning the material.

The ACT Reading section punishes students who read every passage the same way, whether it's a dense humanities excerpt or a straightforward natural science article. Deana teaches a triage approach: how to identify passage type, adjust reading speed, and locate evidence for inference questions without re-reading entire paragraphs. Rated 4.9 by students.

I am a Neuroscience and Behavior major at Columbia University. Although my major is centered in the STEM field, I am also passionate about human rights work, global engagement, and local outreach. While my future plans are subject to change, I see myself continuing in academia, going to medical school, and becoming a physician.

Scoring a 36 ACT composite means Vivian didn't just read the passages — she learned to dismantle them, distinguishing between what the author states explicitly and what's merely implied. Her approach to the Reading section zeroes in on how to handle the dual-passage comparisons and inference questions that trip up even strong readers. Rated 4.9 by students.

A government major at Harvard, Richard spent his coursework doing exactly what the ACT Reading section rewards: rapidly digesting competing political arguments, identifying an author's central claim, and distinguishing stated evidence from implied conclusions — skills that map directly onto the social science and humanities passages. His perfect 36 ACT composite means he's navigated every passage type under real testing pressure and knows which time-management habits actually hold up when the clock is running.

I am an aspiring applied mathematician, with particular interest in image processing and climate science. I graduated in May 2017 from Washington University in St. Louis with a bachelor's in physics and mathematics, and am beginning a PhD program in September 2017 at the University of Chicago in Computational and Applied Mathematics. I've tutored introductory physics students for three years and enjoyed it thoroughly, as a chance to help other students while revisiting fundamental concepts to enhance my own knowledge. I'm eager to continue reaching out and helping students of math and physics to succeed and, furthermore, to appreciate the beauty and power of these subjects.

Reading four dense passages in 35 minutes requires a method, not just strong reading skills. Dana's policy studies trained her to extract arguments and evidence from complex texts fast — exactly the skill the ACT Reading section rewards, especially on the social science and humanities passages. Her 36 ACT composite came from treating each passage like a briefing document: identify the claim, locate the support, move on.

The ACT Reading section rewards students who can quickly identify an author's purpose, trace argument structure, and distinguish between what a passage states and what it implies. Liz scored a 34 ACT composite and draws on her history and humanities training at Washington University in St. Louis to teach the kind of close reading that makes 40-minute, four-passage sets manageable. Her background in special education also means she's skilled at adapting pacing and comprehension strategies to fit each student's processing style.

I'm not tutoring, I love walking through New York for design inspiration and taking carpentry, metalworking, and illustration classes.

The ACT Reading section gives students just 35 minutes for four dense passages, which means most score gains come from learning how to read strategically rather than thoroughly. Michelle teaches a passage-mapping approach — identifying the author's argument, tone shifts, and key evidence before touching the questions. With a 35 ACT composite and deep experience in literature and reading instruction, she knows exactly where the test tries to mislead careful readers.

The ACT Reading section punishes students who read every passage the same way — a natural science passage demands different attention than a humanities or prose fiction excerpt. Robert teaches a passage-triage method that prioritizes where to spend time and how to locate evidence for inference questions without rereading entire paragraphs. Rated 4.8 by students, he turns a section many find unpredictable into one that feels systematic.

The ACT Reading section punishes students who read every passage the same way; a science excerpt and a humanities narrative require different strategies for locating evidence under time pressure. Aaron, who earned a 36 composite, walks students through passage-mapping techniques that cut re-reading time and sharpen answer elimination on inference questions.

Most ACT Reading mistakes come from spending too long on one passage or second-guessing answers that felt right. With a 34 composite under her belt, Yocheved walks students through a timing strategy for the four passage types and shows them how to anchor every answer in specific textual evidence rather than gut feeling.

I'm Solange - a recent graduate from Harvard where I studied Sociology & Women's Studies. I've been tutoring for eight years now, and have worked with a wide range of ages and in a wide range of subjects. Some of my specialties are college prep/test taking II worked in the admissions office on campus); social sciences; and literature/writing.

I am currently interviewing for medical school for matriculation in August 2017.

I'm a recent graduate from the University of Pennsylvania who studied Linguistics and Deaf Studies. I eventually hope to work towards breaking down barriers between the Deaf and hearing worlds and encouraging greater focus on reforming Deaf education practices.

Most ACT Reading mistakes come from spending too long on dense passages and rushing through easier ones. Jai scored a 35 composite and developed a pacing strategy that matches passage type to time allocation, so students learn to identify inference and tone questions quickly without misreading what the text actually says.

The ACT Reading section isn't really about comprehension — most students understand the passages just fine. The challenge is locating evidence and eliminating wrong answers in under nine minutes per passage. Grace, who scored a 35 composite, teaches a passage-mapping strategy that turns each reading into a quick reference guide so students stop second-guessing their answers.

Hi! My name is Alexandra, and I am a Princeton University Neuroscience major with 5+ years of tutoring experience. I specialize in SAT/ACT/PSAT prep and have successfully taught topics ranging from computer science and basic sciences to elementary reading and writing and college essay writing. In high school, I scored a perfect 36 on the ACT on my first attempt, a perfect 1520 on the PSAT/NMSQT, won "finalist" status in the National Merit Scholarship competition, and was a medalist in the New York Science Olympiad. As an undergraduate at the top-ranked university, I focus specifically on standardized test preparation, including the SAT, ACT, and PSAT. I have an understanding of the structure and timing of the exams and the strategic approaches that are required to achieve top scores. I have successfully supported students in improving their performance through individualized study plans because I understand that not all students can use the same approaches to succeed. My approach emphasizes effective time management and a mastery of recurring question types. Outside of college test preparation, I have tutored students ages 5 to 17 in a variety of topics. A common teaching approach I use is to introduce new concepts with example problems that we work through together. I then explain each strategy and help the student through another problem, encouraging them to explain their thinking step by step. Finally, I let the student tackle a problem independently. Once a student can articulate why a method works, they are truly ready to apply it on their own. While this method suits many students, I understand that everyone learns differently and pride myself on being adaptable within and outside of lessons.

I am a graduate of Yale University, where I studied Political Science with Urban Studies, wrote and edited for a monthly magazine, and worked at the Yale University Art Gallery. I spent the last year as a Fulbright Teaching Fellow in Bogota, Colombia.

Reading four dense passages in 35 minutes means there's no time to re-read — Shachi teaches an active annotation method that captures the author's purpose and tone on the first pass. Her own 35 ACT composite came from treating each passage type (prose fiction, social science, humanities, natural science) as its own genre with predictable question patterns.

Reading dense academic passages quickly and accurately is a skill Lisa sharpens every day as a PhD researcher parsing scientific literature. She applies that same discipline to ACT Reading, teaching students how to map a passage's argument structure so they can answer inference and main-idea questions without re-reading entire paragraphs. Her 33 ACT composite backs up the approach.

I am an incoming student at Washington University in St. Louis. I have been passionate about teaching ever since I had the opportunity to teach at an Indian public school in 2018. It's one of my favorite activities the gives me genuine joy. Hopefully, I'll be able to make teaching fun for you too! Let's succeed together!

The ACT Reading section gives students 35 minutes for four dense passages, which means raw reading speed matters less than knowing what the questions actually ask. Matthew's self-study approach to the ACT — he scored a 35 composite — taught him to categorize question types (detail retrieval, inference, author's purpose) before even touching the passage. He teaches students a consistent annotation strategy that cuts re-reading time dramatically.

The ACT Reading section isn't really about reading — it's about quickly identifying what each question is actually asking and locating evidence under time pressure. Philip scored a 34 ACT composite and teaches a passage-mapping strategy that cuts down on re-reading and keeps students moving through all four passages with time to spare. His background in writing and linguistics sharpens his ability to break down the inference and tone questions that trip most students up.

I'm currently a sophomore at Stony Brook University and a member of the 8-year Scholars for Medicine Program there. I recently graduated from Stuyvesant High School in downtown Manhattan and absolutely love city life. I've had many experiences teaching kids of all ages here and abroad. I tutor subjects in math, science, and english/writing. I also tutor for the ACT(35) and SAT (2160) standardized tests. I love teaching and meeting new people so I would be glad to offer my service to you. Thank you!

Reading dense passages quickly and accurately is something Chelsey does every day as a literary reader for an Off-Broadway theatre company. She applies that same skill to ACT Reading, teaching students how to identify main arguments, track authorial tone, and answer inference questions without re-reading entire paragraphs — techniques that turned her own ACT into a 35 composite.

I'm Sam! I am a sophomore at Cornell University where I study the world of labor and employment and work as a volunteer EMT. I am motivated to help students learn new things and overcome challenging obstacles. I have experience tutoring, working with kids in one-on-one and group settings, and I am dedicated, patient, and creative.

Between a neurobiology major and an economics minor at Harvard, Emma spent four years toggling between scientific research papers and policy-driven arguments — the exact mix of passage types the ACT Reading section throws at students in 35 minutes. She teaches students to identify what each paragraph actually does in the author's argument, which turns time-consuming re-reads into quick, targeted scans for detail and inference questions. Her 1550 SAT, 32 ACT composite, and 5.0 student rating all point to someone who knows how timed reading sections work from the inside.

I am originally from Alabama and graduated from Birmingham-Southern College with a BA in English Language and Literature. Immediately after undergrad, I relocated to New York City to pursue my law degree at Fordham University. After earning my Juris Doctor and passing the NY bar exam, I worked for five years as a litigator in New York. In 2009, I took the opportunity to fulfill a lifetime dream to live abroad and moved to South America. Upon arriving in Chile, I worked as an ESL teacher for children and adults as well as an editor of investment research and corporate trainer. I love language and am passionate about helping others learn to speak, write and read in a more effective way. Language is a tool, and I truly believe anyone can learn to use it better. I'm excited to be back in the US and eager to work with motivated students.

Reading is Grace's self-described strongest subject, and her 35 ACT composite backs that up. She teaches a deliberate passage-attack strategy for the Reading section: how to skim for argument structure first, then return to the text for evidence-based answers, cutting down the time students spend re-reading and second-guessing themselves.

I am very comfortable tutoring any subject that is listed on my profile.

Reading comprehension on the ACT isn't really about understanding — it's about retrieving specific evidence under a brutal time constraint of roughly 8.5 minutes per passage. Carmen, who earned a 35 composite and holds a degree in literature, teaches students to adjust their reading speed by passage type, skimming natural science differently than they'd read prose fiction. That strategic flexibility is what turns a good reader into a high scorer.

I am ready to help all students by answering their questions and frequently addressing some questions to them....

Most ACT Reading mistakes happen not because students can't read, but because they spend too long on the passages and rush through the questions. Pia teaches a timed annotation method — marking key claims, tone shifts, and structural transitions on the first pass — so that answering detail and inference questions becomes a retrieval task rather than a re-reading task. Her Americorps teaching experience with first-generation college students sharpened her ability to make these strategies click for different learning styles.

Most ACT Reading struggles aren't about comprehension — they're about speed and question strategy across four dense passages in 35 minutes. Dustin's training as a historian means he reads analytically by default, and he teaches students to identify passage structure quickly so they can locate answers without re-reading entire sections.

I am a Master of Architecture candidate at Columbia University with a Bachelor of Arts in Physics from Colgate University. While I tutor several subjects, I am very passionate about mathematics and physics because of the tangible progress which I am able to help students achieve, and I enjoy working with students of all ages and abilities. I have been a mathematics and physics tutor for the last eight years and have worked with students enrolled in middle school, high school, and university courses. As a tutor I work to build my students confidence and independence. In my spare time, I enjoy drawing and playing volleyball and tennis.

I am a current undergraduate student at the Macaulay Honors College at Hunter College, where I received a full tuition merit scholarship. I am pursuing a Bachelor of Arts in Biochemistry, as well as minoring in English. For years, I have tutored high school students in preparation for New York State Regents Exams, as well as elementary school and middle school students, mainly in English, Mathematics, and Biology. I enjoy exposing students to different learning techniques to allow them to discover their unique learning style. I find that this is especially important for younger students, who benefit from visuals, hands-on interaction, and interesting analogies. Thus, I customize my teaching methods to each individual student.