A three-time alumna, Larissa Phillips graduated from the Mount with a bachelor’s degree in Special Education, her master’s degree and reading endorsement in Reading Science, and is a recent graduate from the Reading Science Doctoral program.
Larissa worked in the K-12 setting for eighteen years; the first ten as an Intervention Specialist, and the remaining years as a Reading Specialist, supporting students struggling to learn how to read. Larissa has countless stories of success and memorable moments from her time in public education, but one moment she recalls as especially impactful. Larissa helped lead a shift in reading instruction at a large elementary school.
“What made it so impactful was the way the whole staff came together around a shared purpose,” explains Larissa. “Even when we didn’t all agree on the details, we stayed focused on doing what was best for students. That kind of collaboration—grounded in a strong ‘why’—led to real, measurable growth and reminded me what’s possible when a team pulls in the same direction.”
Larissa would go on to live out this experience of collaborating to bring real, measurable growth upon returning to the Mount to work in the School of Education and join the Center for Reading Science.
“As an undergrad, I used to think it was strange when people graduated and then came back to work here—now I get it!”
The Mount is a place that left a lasting impression on Larissa. In one of Larissa’s early reading science cohorts, Assistant Dean of Reading Science Dr. Amy Murdoch made a particularly powerful impression on her. “Her lectures were powerful, and I learned so much about how to teach reading well—but what stood out even more was the way she wove her passion for equity into everything she did,” Larissa recalls. “I don’t think she sets out to inspire others that way—it just happens. Her example shaped not only how I teach, but why I teach, and wanting to pursue a doctorate in education with a concentration in reading science.” Now, working at the Mount herself, Larissa shapes future educators along with the rest of the School of Education staff.
“The leadership at MSJ is truly inspiring,” says Larissa. “Their heart for the work and commitment to supporting teachers—and ultimately students—makes it easy to stay involved. Big ideas are always in motion, but this team knows how to bring them to life. It’s energizing to be a part of that.”
The work that Larissa does with the Center for Reading Science is something that she is especially passionate about. She explains, “The Center for Reading Science is a small but passionate team with diverse experiences, all working toward the same goal: supporting teachers and schools with evidence-based practices.” The work that’s done in the Center for Reading Science is particularly exciting to Larissa because of how much change and adaptation is present in the work. “What excites me most is how responsive and evolving the work is—we’re constantly identifying gaps and finding meaningful ways to fill them. From leading professional development and coaching, to planning our sold-out summer conference and developing curriculum and resources, no two days are the same.”
Through her work in the Center for Reading Science, Larissa wants to help ensure that the science of reading is reflected in classrooms. The science of reading is a highly researched area of education and cognitive science. “My goal is to be a translator of that science—making it usable and actionable for teachers,” Larissa emphasizes. “We know how reading is learned, and we know how to teach it. Teachers deserve to be seen, heard, and supported with that knowledge, because our students can’t afford to wait for personal philosophies to catch up to what the research already tells us.”
Larissa’s work focuses on helping schools adopt evidence-based practices that support literacy, language development, and knowledge building. “My goal is to bridge the gap between research and practice—ensuring that what we know from the science of reading is meaningfully applied in classrooms, especially for students who have historically been underserved,” Larissa explains. Bridging the gap between research and practice not only facilitates stronger educational outcomes for all students, but provides equity to students who have been historically marginalized. Larissa hopes to elevate these students in her work. “By supporting teachers through professional development, curriculum design, and systems-level change, I hope to contribute to a more equitable educational landscape where all children, regardless of background, have access to high-quality reading instruction.”
There’s a saying that Larissa says she truly believes: “Good instruction is the best intervention.” Her work enables schools to provide good instruction, and this work has helped and will continue to help countless students. “Watching a child ‘become’ a reader right in front of you is incredibly powerful,” Larissa says. “When we equip teachers with the right knowledge and tools, we can prevent many reading difficulties before they require more intensive support. A system overwhelmed by failure is hard to fix—but a system built on strong, research-based instruction changes outcomes.”
Larissa’s work will continue to change the reading outcomes of students, enabling them to grow as learners.
“When that kind of growth happens on a large scale, it’s exhilarating," she notes.
Larissa’s advice to future educators is to stay rooted in the “why” behind the work. “Teaching is both an art and a science—and it’s also an act of service,” says Larissa. “Listen closely to your students, stay curious, and never stop learning. Ground your decisions in research, but also trust your relationships with students and families. Change takes time, but every thoughtful lesson, kind word, and well-placed support has a ripple effect.” Education is a field that applies scientific research in a specialized, artistic way. Every classroom is a different canvas and every student interaction a different brush stroke. By grounding oneself and showing up everyday, educators, as Larissa has demonstrated for over two decades, can make an unimaginable difference in this world.
“You have the power to create opportunity and belonging in your classroom—and that is a meaningful difference.”
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