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School of Education, Health and Human Behavior
School of Education

Martha   P. (Carlton) Latorre




(618) 650‑2223                       


1132 Founders Hall


About Dr. Latorre

Martha   P. Latorre Ph.D., is a Professor of Early Childhood Education in the School   of Education, Health, and Human Behavior at Southern Illinois University Edwardsville. Dr. Latorre joined SIUE in 1999 after obtaining her Ph.D. in Educational Psychology from The University of Alabama. Dr. Latorre teaches courses in Early Childhood Education, including teaching mathematics, early literacy and  infant/Toddler development for Early Childhood Education undergraduate  students. She is also the program director for the Early Childhood Education Program. Before coming to SIUE, Dr. Latorre worked as a school psychologist,   and a kindergarten teacher. She has worked extensively with the SIUE Head Start program, where she has given numerous workshops and serves on the Governance Board.

Research Profile

Dr. Latorre’s recent research revolves around the development of executive function in preschool children and how this affects school readiness. She is studying how differing teaching strategies increase executive functioning, and how executive function can be a buffer against the detrimental effects of adverse environmental situations. She was also the PI on a grant that provided mathematics workshops and classroom materials to all of the Head Start classrooms in St. Clair and Madison counties.

  Education:   Ph.D., 1999, University of Alabama   Ed.S., 1999, University of Alabama

C.A.S.E., 1981 University of Alabama –   Birmingham

M.A., 1978 – University of Alabama -   Birmingham   B.S., 1972 – Boston University

Specialization:   Early Childhood Education, Head Start, School Readiness,   Motivation, Attachment, Executive Function



  1.   Latorre, M.   & Batchelor, M. (2016). Providing a Pathway to Degree Completion For   Child Care Associates In Rural Southern Illinois. In Bernoteit, S., Latham,   N., & Darragh, J. (Eds.) Voices   from the field: Collaborative innovations in early childhood educator   preparation. Edwardsville, IL: Illinois Education Research Council.
  2.   Latorre, M.   (2010). Motivating learning in young children. In Canter, A., Paige, L.Z.,   & Shaw, S. (Eds.) Helping Children at Home and School (3rd Edition).   Bethesda, MD: National Association of School Psychologists.
  3.   Latorre, M.   (2010). Child care: Selection guidelines for parents. In Canter, A., Paige,   L.Z., & Shaw, S. (Eds.) Helping Children at Home and School (3rd   Edition). Bethesda, MD: National Association of School Psychologists.
  4.   Carlton, M.P.   (2005). Early intervention. In Encyclopedia of School Psychology,   Thousand Oaks, CA: Sage Publications.
  5.   Winsler, A.,   & Carlton, M.P. (2003). Observations of Children’s Task Activities and   Social Interactions in Relation to Teacher Perceptions in a Child-Centered   Preschool: Are we leaving too much up to chance? Early Education and   Development, 14 (2), 155-178.
  6. Winsler,   A., Carlton, M.P., & Barry, M.J. (2000). Age-related changes in preschool   children’s systematic use of private speech in a natural setting. Journal   of Child Language, 27, 665-687.
  7.   Carlton, M.P.,   & Winsler, A.  (1999). School   readiness: The need for a paradigm shift. School Psychology Review, 28,   338-352. 
  8. 8.      Carlton,   M.P., & Winsler, A.  (1998).   Fostering intrinsic motivation in early childhood classrooms. Early Childhood Education   Journal, 25, 159-166.
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