The ACT Reading section isn't really about reading — it's about quickly locating evidence and matching it to answer choices under a brutal time constraint. Nicholas, who earned a perfect 36 composite, teaches a systematic passage-attack strategy that prioritizes where to look over how fast to read, cutting down the guesswork that costs students points in the final minutes.

The ACT Reading section rewards a specific kind of speed-reading: knowing where to look in a passage before diving into the questions. Caroline approaches each passage type — prose fiction, social science, humanities, natural science — with a different annotation strategy, training students to locate evidence quickly instead of re-reading entire paragraphs. Her own 35 composite speaks to how well this systematic approach works.

Ryne earned a perfect 36 ACT composite, which means he knows firsthand how to handle the Reading section's brutal pacing — 40 questions in 35 minutes with no room for second-guessing. His political science training built a habit of quickly dissecting competing claims in dense texts, and he applies that to teaching students how dual passages and paired questions try to blur the line between an author's actual position and a tempting distortion. Rated 4.9 by students.

The ACT Reading section punishes students who read passively — four passages in 35 minutes requires a deliberate strategy for extracting main ideas and locating evidence fast. David, who scored a 36 composite, teaches a structured approach to each passage type so students spend less time rereading and more time answering confidently.

Speed is the hidden obstacle on ACT Reading: four passages, 40 questions, 35 minutes. Nisarg 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 re-reading entire paragraphs. His 34 ACT composite backs up the approach.

I am a graduate student living in New York and have been tutoring and teaching test prep classes for the past several years. I love working with students to help them gain confidence and understanding in subjects that have been giving them trouble, and I strive to make learning the most positive and enjoyable experience possible!

I am currently a senior at the University of Minnesota, Twin Cities, and I am double majoring in Genetics, Cell Biology, and Development and French. I am pre-med, so I do hope to go to medical school next year and am currently in the process of applying. I graduated from Hinsdale Central High School in 2012, and there I was a member of the National Honors Society which was my first experience with tutoring. I am currently a volunteer at the University of Minnesota Masonic Children's Hospital, and I help patients and siblings with homework and reading there, as well.

Rohit reads critically for a living — coaching debate requires dissecting arguments in dense source material every week. On the ACT Reading section, he teaches students to map each passage's structure in the first 90 seconds so they can answer inference and purpose questions without re-reading entire paragraphs. That efficiency is what turned his own prep into a 35 composite score.

Most students lose points on ACT Reading not because they can't comprehend the passages but because they spend too long re-reading. Harry teaches a passage-mapping technique — annotating structure and argument on the first read — that cuts down on backtracking and keeps answers grounded in textual evidence. His own 35 composite came partly from mastering exactly this kind of efficiency.

I am an incoming Epidemiology and Global Health Master of Public Health student at the University of Minnesota. I received my undergraduate degree in Mathematics from Grinnell College in 2020 and also have extensive coursework in philosophy, biology, chemistry, and physics. I worked as a calculus tutor in Grinnell's math lab and tutored a professor's 8th grader in recreational math, competition problems, and ACT math test prep. I'm an alumni of the Johns Hopkins Center for Talented Youth (CTY) and enjoy juggling, sudoku, and creating origami tessellations.

Reading dense scientific passages under a time crunch is something Marika does in her veterinary program every day, and the ACT Reading section demands that same skill. She teaches students to identify the question type first — main idea, inference, detail, vocabulary-in-context — and then read strategically instead of re-reading entire passages. Her 32 ACT composite backs up the approach.

Five years of teaching and tutoring language arts means Abbey has watched students make the same ACT Reading mistakes in real time — rushing through prose fiction passages, second-guessing inference questions, losing minutes to re-reading instead of strategically scanning. Her English and Journalism training at the University of Minnesota keeps her anchored in how authors construct arguments and narratives, which she uses to teach students to anticipate what the questions will ask before they finish the passage. A 33 ACT composite confirms she knows the test's rhythm firsthand.

The ACT Reading section gives students just 35 minutes to process four dense passages across prose fiction, social science, humanities, and natural science. Emily breaks down each passage type differently — teaching students when to skim for structure versus when to read closely for tone — so they stop running out of time on the final passage.

I am a rising senior at Pomona College, a small liberal arts college in California, majoring in Public Policy Analysis with a concentration in Economics and a minor in Mathematics. Born and raised just outside of Minneapolis, I am excited to be tutoring in the area. I've studied a variety of topics over the course of my academic career, but I feel especially confident in my knowledge base and tutoring ability in math, history, and standardized testing (especially the ACT).

Most ACT Reading mistakes come from time pressure, not comprehension — students understand the passage but spend too long hunting for the right evidence. Brian teaches a passage-mapping strategy that cuts search time and keeps students anchored to what the text actually says versus what seems right. His own 34 ACT composite backs up an approach built on active reading rather than passive re-reading.

Reading four dense passages in 35 minutes means there's no time to deeply absorb every sentence — the ACT rewards strategic skimming. Shrey teaches a passage-mapping technique where students identify the main claim and key shifts before touching a single question, which cuts down on frantic re-reading. His 35 ACT composite came from exactly this kind of systematic approach.

The ACT Reading section gives you just over eight minutes per passage, which means raw reading speed matters less than knowing where to look. Courtney teaches a passage-mapping strategy — annotating structure, not details — that lets students answer inference and main-idea questions without rereading entire paragraphs. Her own 34 ACT composite came partly from mastering exactly this kind of efficient reading.

I'm a student at the University of Minnesota studying Computer Science with a minor in music. I have a wide variety of experience in many math and science subjects and programming in various languages. I know exactly what it is like to be a student in the subjects I'm tutoring, to struggle with the material, to finally get to that point understand it all. I love learning and to help others out with their work when they're struggling to learn, and I'm excited to share my passions with you!

I'm a student at the University of Minnesota Twin Cities studying civil engineering. I have tutored students ranging from 3rd grade all the way through high school. I specialize in math and ACT tutoring.

Most ACT Reading mistakes come not from misunderstanding the passage but from falling for answer choices that are almost right. Edward teaches students to identify what each question is actually asking — whether it's a detail retrieval, inference, or author's-purpose question — and then eliminate traps methodically. He scored a 35 ACT composite and brings that same precision to passage analysis across all four reading genres.

I am a honors student at the University of Minnesota, studying aerospace engineering and computer science. As such I have a strong background in STEM, and I hope I can bring this expertise to you. As an honors student, I have taken challenging courses that go above and beyond what is required in physics, calculus, and programming. I have experience tutoring my peers at the university, and I am on track to get CRLA tutoring certified. I find that the best way to get students to learn is to connect with them at a personal level and to do example problems to get practice at applying the concepts learned from class.

I'm currently a 3rd year Biomedical Engineering student who goes to the Georgia Institute of Technology. I'm a pre-medical student with a goal of becoming a physician. To reach this stage, I have had to do a lot of studying. Material doesn't naturally click with me, and I have done a lot of studying to understand it. I understand that sometimes extra tutoring is needed to help excel in a subject, and it is completely okay to get that help. I'm here to help students whose position I was previously in.

Most ACT Reading mistakes happen not because students can't comprehend the passage, but because they run out of time or misread what the question is actually asking. Allison teaches a passage-mapping strategy that cuts re-reading time dramatically and sharpens the difference between "best answer" and "tempting distractor." Her 34 composite and years of dedicated ACT prep tutoring back up the approach.

Most ACT Reading strategies treat every passage the same way, but Michelle's math-education training gave her a different instinct: she reads for structure first, mapping how each paragraph's claim connects to the next before answering a single question — a habit that's especially effective on the social science passages where arguments build cumulatively. Her 34 ACT composite means she's tested that approach under real time pressure and knows where students lose minutes to unnecessary re-reading.

I am particularly passionate about math as well as standardized test prep. I studied math on a double-accelerated track throughout middle school and high school, covering math from algebra to multivariable calculus. Aside from teaching academic subjects, I am also trained in playing the piano and violin, having taken lessons for piano from the ages of 4 to 18 and playing violin in my school orchestra from 5th to 12th grade. I love working with students to improve their skills in an area of study, and my favorite part is getting to see them gain confidence in themselves and their own abilities!

I'm Emma! I'm a rising senior Classics major at Carleton College in Northfield, MN. I study Latin, Ancient Greek, and the histories associated with the two languages. Outside of class, I'm an RA, and I spend 6-8 hours a week tutoring and teaching college access courses in a nearby high school. In the future, I hope to teach high school Latin!

Reading comprehension on the ACT is less about understanding every word and more about knowing where to look. Cleo teaches students to map each passage's argument structure before touching the questions, a technique especially useful on the paired-viewpoint passages where two authors disagree. Her 32 ACT composite backs up the strategy.

The ACT Reading section rewards students who can quickly distinguish between what a passage says and what it implies — a skill Audrey sharpened through years of close reading in her Classical and Ancient Mediterranean studies program. She teaches specific strategies for each passage type, from prose fiction to natural science, so students stop second-guessing between the last two answer choices. Rated 4.9 by students.

The ACT Reading section rewards students who can quickly distinguish main arguments from supporting details across four dense passages. Matt, who minors in creative writing and reads voraciously on his own time, teaches a passage-mapping strategy that cuts through social science and humanities texts in under four minutes each. His 34 ACT composite shows the approach works under real test pressure.

I am a graduate of Minnetonka High School and an incoming freshman at the University of Minnesota. I have done 2 years of classes at the University of Minnesota through the PSEO dual credit program. I tutor physics and math, at the high school and introductory college level. In my spare time, I like to yoyo, play chess, watch movies, and read.

I am good at (math and science) and what I'm passionate about (teaching others) to empower students to achieve their goals.

The ACT Reading section rewards a specific skill: finding evidence quickly in dense passages across four genres — prose fiction, social science, humanities, and natural science. Jane's 33 ACT composite and her daily habit of reading across disciplines mean she knows how to parse unfamiliar material under time pressure and teach others to do the same. She breaks each passage type into a targeted strategy so students stop second-guessing their answers.

I am a graduate of Pepperdine University, with a degree in business administration and minor in applied mathematics. Since graduation, I have worked for U.S. Bank as an anti-money laundering investigator and tutored students both remotely and in person. While I tutor a broad range of subjects, I am most passionate about mathematics, with considerable experience tutoring anything from pre-algebra to Calculus 1. I have also tutored for the ACT, covering time management and strategy as well as problem solving. I like to get to know my students, learning what drives them so I can better motivate them to succeed.

I am a recent graduate of the University of Missouri in Columbia, where I earned two Bachelor of Arts degrees in French and Linguistics in May 2016. Sometime in the near future, I plan on going back to school to earn a Masters degree in translation. I have a passionate love of languages and language usage, and I derive great joy from helping others develop their skills in these areas. As such, I am a registered French, English, Writing, Essay Editing, and Grammar tutor. My goals as a tutor are to help students become more comfortable with the material that they are learning, to give them the tools necessary to develop study skills that are effective for them, and to impart upon them the same passion for learning that I possess, because I have seen that passion is a great motivator and tends to predict remarkable improvement. When I am not tutoring, I enjoy writing creatively, trying to teach myself different languages (right now it's Japanese), playing the saxophone, and going on nature walks.

I'm Logan! I'm currently a student at the University of Wisconsin - Madison, majoring in data science. My coding language of choice is Python, in which I have 5 plus years of formal and informal education/experience. Prior to college, I worked as a youth sports coach and camp coordinator, which has given me the skills and values needed to be a successful tutor. Moreover, during college, I've been working with younger students and have been tutoring them through their own python coursework.

The ACT Reading section gives students just 35 minutes for four dense passages, which means speed and strategy matter as much as comprehension. Amy, who scored a 35 composite on the ACT, teaches a passage-mapping approach — skimming for structure first, then attacking questions that reference specific lines before tackling inference questions. That sequencing alone can recover several points for students who consistently run out of time.

Most students lose points on ACT Reading not because they can't read, but because they spend too long on passages and too little time on what the questions actually ask. Alex, who scored a 33 composite on the ACT, teaches a passage-mapping technique that cuts re-reading time dramatically. His own love of books and reading gives him a genuine feel for how to pull meaning from dense texts under pressure.

I am a software engineer and logistics specialist with a B.S. from the College of Science & Engineering at the University of Minnesota.

I am licensed for 9-12 Life Science education as well as 5-8 Science. I am currently working on my masters of education with an emphasis on natural science and environmental education at Hamline University.