[1] Torr's research draws on systemic functional linguistic theory to explore the relationship between context and meaning in adult-child interactions, and the implications for children's learning.
She retired in 2014 and continues her active research program in an honorary capacity exploring the language and literacy environments experienced by infants in early childhood education and care centres.
Torr has employed systemic functional linguistic theory to undertake research in an area of national and international concern: the quality of early childhood education and care programs for children aged from birth to five years.
In 2018 she authored a booklet published by peak national body Early Childhood Australia titled Learning to Read, for an intended readership of Australian educators, parents and carers of young children.
The mandatory nature of the document has been reported to intensify the obligation to provide high quality professional learning opportunities, particularly for less experienced or less qualified educators.