This article refers to:
Lehrl, S., and W. Smidt. 2017. “Differential effects of preschool quality on children’s emergent literacy skills in the final preschool year in Germany.” Research Papers in Education, https://doi.org/10.1080/02671522.2017.1362718
When the above article was first published online, the received date in the article history section was incorrectly listed as 20 September 2017.
This has now been corrected in online versions to 20 September 2016.
Taylor & Francis apologises for this error.