Clariebelle Gabas

Biographic Data

ID8662647
NAMEClariebelle Gabas
GIVEN NAMESClariebelle
FAMILY NAMEGabas
SIGNATUREGABAS C
AFFILIATIONSUniversity of Nebraska–Lincoln
ORCID0000-0002-8375-0223
VERIFIEDYes
TOTAL WORKS4
TOTAL CITATIONS0
WORKS AS AUTHOR4
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2023
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Use of questions, comments, and scaffolding in extratextual talk during shared book reading in classrooms where children exhibit above- and below-average language gains

    Jamlick Peter Ondieki Bosire, Hyejin Kim et al.ARTICLEEarly Years2026

    Studies indicate shared book reading (SBR) may support preschool children’s language skills via extratextual talk. This exploratory descriptive study compared both the language-supportive strategies (questions, comments, scaffolding), and content of extratextual talk by early childhood (EC) teachers from 48 preschool classrooms (23 higher language gain [HLGCs] and 25 lower language gains [LLGCs]) during SBR. We transcribed and coded videos of SBR…

  • Writing experiences in early childhood classrooms where children made higher language gains

    Open AccessClariebelle Gabas, Rachel E Schachter et al.ARTICLEJournal of Early Childhood Literacy2026

    Although early writing is considered an essential pathway to language and literacy development for preschool-age children (i.e., 3- to 5-years-old), it tends to receive less priority when compared to reading in early childhood (EC) education. To bolster teachers’ early writing practices, researchers have closely examined the nature of the writing instruction and experiences that occur in EC classrooms. In this multiple methods study, we capitaliz…

  • Generative Early Language Practices in Early Childhood Classrooms

    Open AccessRachel E Schachter, Laura Cutler et al.ARTICLEJournal of Reading Behavior2026

    Within early childhood (EC) education, a critical question lies in what classroom contexts and experiences are facilitative of children's language learning. Research suggests that not all classroom contexts are equal in supporting children's language learning and that some classroom practices may be more facilitative, or generative, than others. In this study, we use fall and spring observations of a sample of 100 U.S. EC classrooms to quantitati…

  • Patterns of Classroom Organization in Classrooms Where Children Exhibit Higher and Lower Language Gains

    Open AccessLaura Cutler, Rachel E Schachter et al.ARTICLEEarly Education and Development2023

    Previous research suggests that the ways in which early childhood classrooms are organized may facilitate children’s language learning. However, different measures of classroom organization often yield inconsistent findings regarding child outcomes. In this study, we investigated multiple aspects of classroom organization across two time points in classrooms where children made varying language gains. Using a purposeful sample of 60 early childho…