Дисертації з теми "Dyslexic Students"
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Johansson, Helena. "Dyslexia:Assessment and Examination of Dyslexic Students, Dyslexi: Bedömning och Examination av dyslektiska elever." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29805.
Повний текст джерелаBusgeet, Toynarain. "Dyslexia in higher education : exploring lecturers' perspectives of dylexia, dyslexic students and support strategies." Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526789.
Повний текст джерелаPollak, David. "Dyslexia, the self and higher education : learning life histories of students identified as dyslexic." Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/4089.
Повний текст джерелаCarter, Jeanne Wendy Elizabeth. "Dyslexic students in higher education : a psychological study." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/14861/.
Повний текст джерелаBragd, Andreas. "Aiding dyslexic students in the EFL classroom. : Tools and methods for helping upper secondary school students with dyslexia reach a passing grade." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-83254.
Повний текст джерелаLärare med eller utan särskild utbildning möter elever med dyslexi dagligen, och behöver därmed verktyg för dessa bemötanden. Etthundrasjuttiotvå lärare deltog anonymt i en online undersökning. Den här uppsatsen tittar närmre på följande: det multi-sensoriska tillvägagångssättet, grupper utanför klassrummet, hur bristen på motivation påverkar elevernas inlärning och hur man kan motivera dem. Även möjliga sociala konsekvenser dyslexi kan ha i en klassrumssituation och vad man kan göra åt dem diskuteras. Till sist ingår även undantagsbestämmelsen, även känd som PYS-paragrafen. Den är en del av den svenska skolförordningen och tillåter en lärare att bortse från enstaka kursmål när det kommer till betygssättning under särskilda omständigheter. Undersökningen visade att det finns ett stort antal hjälpmedel som används, och många olika tankar om undantagsbestämmelsen, en del positiva, andra kritiska. Slutligen så visar min undersökning att det finns en brist på kunskap om den låga transparensen hos den engelska ortografins påverkan.
Molnar, Smith Caroline. "Improving Reading Skills For Dyslexic Students In The English Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29806.
Повний текст джерелаTolson, Rebecca. "Implementation of federal and state policies for students identified with dyslexia or showing dyslexic tendencies in Ohio public schools." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1588679052569486.
Повний текст джерелаRapti, Sofia. "Quantitative and qualitative differences in reading performance between Greek language teachers & 12th grade pupils and between adult dyslexic & non-dyslexic students." Thesis, University of Northampton, 2013. http://nectar.northampton.ac.uk/6546/.
Повний текст джерелаLevinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/314612/.
Повний текст джерелаBainbridge, Gillian. "Identifying strategies that support the learning of auditory dyslexic students : a case study." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10020537/.
Повний текст джерелаLevinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/314612/1/Sylvie-Levinstein-PhD-thesis.pdf.
Повний текст джерелаLeontowitsch, Miranda Helge. "In defence of self : a German-English comparison of dyslexic students in higher education." Thesis, Royal Holloway, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413118.
Повний текст джерелаLapraik, Susan. "Dyslexic students preparing for examinations in higher education : strategies and a sense of control." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/350840/.
Повний текст джерелаKerl, Mary Ann. "Online Professional Development for College Faculty to Support Dyslexic Students| A Multiple Case Study." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975404.
Повний текст джерелаThe topic for this study was online professional development for college composition teachers that may help support dyslexic learners. Two populations samples, both impacted by the problem, were chosen for this qualitative multiple case study. The populations were college composition faculty and college dyslexic learners or graduates. The samples were collected from composition instructors at East Central University in Ada, Oklahoma, and people with dyslexia living in the U.S. The dyslexic participants needed a formal diagnosis of dyslexia and either were in college, or had some college, or graduated from college. Besides two populations, two theories were addressed: the Experiential Learning Theory and the Technology Acceptance Model. The purpose of this study was to explore how online professional development for college composition faculty can build dyslexia awareness and identify writing strategies for college dyslexic students. Four research questions based the study. Three instruments were used: online surveys, modules and a discussion focus group. The participants? responses to the questions resulted in extracting seven themes, after the data was collected, coded and analyzed. Findings showed no faculty participants had training on dyslexia; the five dyslexic participants and about half of the seven faculty participants associated dyslexia with not only reading but also writing problems; and both groups had found some self-regulated writing strategies, showing potential for helping college dyslexic students in an inclusive classroom. Conclusions were online PD programs on college students with dyslexia and writing strategies should be available for college composition faculty. A gap exists in this area. Thus, the researcher recommends study replication, for future research. For practice, the researcher encourages college composition instructors try the writing strategies in this study to hopefully help future college dyslexic learners to learn academic writing.
Le, Juen Yves-Jean Gabriel. "An institution-based enquiry into concepts of proficiency, automaticity and second-language learning among dyslexic students." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/36136/.
Повний текст джерелаCarter, Christine. "Understanding differences in essay writing experience and essay texts amongst a group of higher education students identified as dyslexic : a view of dyslexia in context." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14235/.
Повний текст джерелаÊ¿Enat, Ê¿Amelah. "A key to a locked door : an emotional block to cognitive strategies among dyslexic university students." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250275.
Повний текст джерелаMENDES, TALITA ROSETTI SOUZA. "NARRATIVES OF DYSLEXIC UNDERGRADUATE STUDENTS EXPERIENCES: CONSTRUCTION OF SELVES AND OTHERNESS IN SCHOOL AND FAMILY CONTEXTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23254@1.
Повний текст джерелаCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O presente estudo investiga como são construídas identidades de si e do outro nos contextos da escola e da família em narrativas de dois jovens universitários com dislexia, junto à pesquisadora-professora, em entrevistas de pesquisa. As bases teóricas e metodológicas situam-se no campo dos estudos da narrativa e identidade com foco em experiências com a dislexia, envolvendo relações de alteridade, processos de estigmatização e de manipulação de informação, a partir de uma abordagem qualitativa e interpretativista. Os mecanismos norteadores da análise das construções identitárias de si e do outro se constituem na noção de dêixis, de self, de polifonia e de discurso relatado. Os resultados da análise das narrativas construídas pelos jovens universitários com dislexia apontam não só relações harmônicas e desarmônicas no ambiente escolar, mas também conflitos e entendimentos no contexto familiar, com performances elaboradas e emergência de estigmas. As narrativas destacam também inteligibilidades sobre o distúrbio de aprendizagem, sobre as necessidades pessoais e possibilidades de superação através de uma postura reflexiva, engajada e, por vezes, emotiva. A pesquisa busca contribuir com e para estudos sobre a relação existente entre dislexia, família e escola, ressaltando, do ponto de vista teórico e metodológico, a importância da narrativa em entrevista de pesquisa como forma de propiciar reflexão, ação e mudança.
This study investigates how self and other identities are construed in school and family contexts in the narratives of two dyslexic undergraduate students during research interviews granted to the professor-researcher. The theoretical and methodological frameworks belong to the fields of narrative and identity, involving otherness, processes of stigmatization and information manipulation, from a qualitative and interpretativist approach. The procedures that orient the analysis of the construction of self and other are based on constructs such as deixis, self, polyphony and reported discourse. The results of the analysis of the narratives constructed by dyslexic undergraduate students point to not only harmonious and disharmonious relationships within the university environment, but also to conflicts and understandings in the family context, with stigma performances and display. The narratives also highlight intelligibilities on learning disorders, personal needs, and possible ways of overcoming challenges through a reflective, committed and, sometimes, emotional attitude. The purpose of this research is to enrich the studies concerning the relationship among dyslexia, family and school, highlighting the importance of narrative in the research interview as a way of raising reflection, action, changes, from a theoretical and methodological point of view.
Chenault, Belle Montgomery. "Effects of prior attention training and a composition curriculum with attention bridges for students with dyslexia and/or dysgraphia /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7904.
Повний текст джерелаLee, Fong-man, and 李晃汶. "Teachers' perceptions of students with dyslexia in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44390518.
Повний текст джерелаBarden, Owen. ""We're superhuman, we just can't spell" : using the affordances of an online social network to motivate learning through literacy in dyslexic sixth-form students." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/1953/.
Повний текст джерелаBrady, Mary Josephine Anne. "The design and provision of learning aids to help ameliorate difficulties of adult dyslexic students undertaking courses of study in a college of further education." Thesis, University of Huddersfield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405190.
Повний текст джерелаLif, Grönholm Kevin, and Patricia Öz. "Högskolestudenters upplevelser av att studera med dyslexi : Hinder, strategier och stöd." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101075.
Повний текст джерелаDyslexia is a common disability with reading and writing difficulties as primarysymptoms. Previous research has shown that students with dyslexia encounter a number of challenges in school, that there exist shortcomings regarding the competence of teachers and available support and that dyslexia can lead to a number of emotional and social side effects. The aim of this study was to investigate college students’ experiences of studying with dyslexia. To investigate this seven semi-structured interviews were conducted which were analyzed through a thematic-analysis. The study involved seven students between the ages of 20 and 23 of whom five were women and two men. The analysis resulted in five main themes: Receiving the Diagnosis, In School, Support, Strategies and Perspective on Dyslexia. The result showed that there is a risk of under-identification of dyslexia and that receiving a diagnosis may help explain difficulties. Reading and writing were described as challenges in school, some also experienced concentration difficulties. Teachers were frequently described as being inadequately informed. Three of the participants regarded the support they received as sufficient, while others described it as flawed and insufficient. The participants mentioned their own wishes on how the support could be improved, something of particular importance and desire was that all course literature should be available in audio format. Strategies during studies included planning and structuring of reading and writing. The participants regarded dyslexia as a disability with a spectrum of severity of symptoms while society was described as having misconceptions and prejudices about the diagnosis and those with it.
Chan, Ching Lin. "Understanding error types of Chinese bi-syllable word recognition made by Hong Kong dyslexic student." HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/850.
Повний текст джерелаMichail, Konstantina. "Dyslexia : the experiences of university students with dyslexia." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1055/.
Повний текст джерелаGustafsson, Erik, and Maja Torstensson. "Ordavkodning och ögonrörelser vid läsning hos universitetsstudenter med dyslexi." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-67958.
Повний текст джерелаDyslexia can be defined as permanent word decoding deficits caused by difficulties with phonological skills. An abnormal eye movement pattern while reading among individuals with dyslexia is a consequence of these difficulties. Many times these individuals overcome their dyslectic difficulties and succeed in the academic world. The purpose of the present study was to investigate five university students with dyslexia through a multiple case study. Word decoding skills and eye movements were measured, and a control group (n=20) was put together for comparison. In the present study, word decoding skills were measured through tests and eye movements were measured by a computer specialized for this purpose. The results showed that the five students have word decoding difficulties and abnormal eye movement patterns which varied to some extent between the five students. In comparison to the quantitative results from the tests the qualitative illustrations of the eye movements were hard to interpret. Although there were difficulties with interpretation, the illustrations and the background information hold significance to understand how a person reads. The eye tracking method in the present study can be useful; however, if more extensive research were to be conducted some modifications would be of importance.
Löfgren, Camilla, and Helen Öjebrant. "Dyslexi och vägledning : Jag vill höra att jag kan göra allt." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137715.
Повний текст джерелаStudiens syfte är att få en ökad kunskap om hur elever med dyslexi upplever den studie- och yrkesvägledning de fick i samband med övergången mellan grundskola och gymnasium. Och vad de anser är den optimala vägledningsprocessen utifrån deras behov. Vidare var en ökad kunskap om hur studie och yrkesvägledare arbetar med elever med dyslexi och vilken kunskap vägledarna har om denna dolda funktionsnedsättning av intresse. Kvalitativa intervjuer genomfördes med både elever som har dyslexi och Studie- och yrkesvägledare på grundskolan. Intervjuerna visade på att eleverna inte har erhållit för dem adekvat och optimal vägledning utifrån deras behov. Precis som i den forskning vi fann rörande dyslexi så påpekar eleverna att självkänslan och självförtroendet rörande skolarbete får sig många törnar efter vägen. Det som känns uppmuntrande är att vägledarna vi intervjuade säger att det finns ingen begränsning för dyslektiker i val av program om de får rätt stöttning och anpassningar utifrån deras behov.
Kapetanovic, Ena. "Learning Strategies for Students with Dyslexia : A qualitative case study about learning strategies taught to students with dyslexia." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53194.
Повний текст джерелаMete, Setta. "Lärarstudent och dyslektiker : En kvalitativ undersökning om fyra lärarstudenters erfarenheter av dyslexi under deras studier." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21290.
Повний текст джерелаJohansson, Ros-Marie. "Dyslexi bland högskolestudenter : om resurserna möter behoven - en enkätundersökning." Thesis, Högskolan i Gävle, Folkhälsovetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22745.
Повний текст джерелаSyftet med studien var att åskådliggöra komplexiteten kring dyslexi hos högskolestudenter. Syftet var även att diskutera hur pass studenteters behov av stöd, för sin dyslexi, möts av tillgängliga resurser, på undersökta högskolan. Metoden var webbenkäter, där en länk till enkäten skickades ut via e-post till totalt 145 studenter, från samordnaren för studenter med funktionsnedsättning. Urvalet baserades på studenter som nyligen läst och läste på högskolan vid undersökningstillfället. Ett viktigt kriterium var att alla respondenter hade beviljat stöd för sin funktionsnedsättning. Data exporterades till SPSS formaterades till diagram i Word, version 14. 6. 4. Resultat: Utökad tid vid salstentamen, ljudböcker och anteckningsstöd var stöden som användes av flest respondenter. Majoriteten ansåg att stödet fungerade bra och de flesta ansåg sig vara tillräckligt informerade, om tillgängliga stödfunktioner. 60 % av respondenterna saknade något i sitt stöd från högskolan. Programstödet på datorerna, pedagogiskt stöd och information om högskolans stöd till studenter som ännu inte sökt stöd önskades förbättras. 25 % svarade att Stöd från studenter i samma situation är något de vill ska förbättras. Slutsatsen är att studenterna i behov av stöd ansåg att de måste få mer delaktighet i hanteringen av beslut om stöd. Ett förslag som framkom i studien är att inrätta en förening, för studenter med exempelvis läs- och skrivsvårigheter/dyslexi att vara delaktiga i. I gruppen kan studenterna tillsammans arbeta fram hållbara lösningar som kan diskuteras med examinatorer och samordnare för stöd. Bättre lyhördhet behövs gällande det studenter saknar i sitt stöd och anpassning bör ske därefter. En informationskanal bör byggas upp, så att alla studenter som ännu inte sökt stöd, får möjligheten till detta. Även tydligare riktlinjer, ur ett samhällsperspektiv, behövs för utredningar av dyslexi.
Almy, John William. "English composition and the dyslexic/learning disabled student." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/949.
Повний текст джерелаstjernstrom, anna-karin. "Students´Experience of School Support in Dyslexia." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29293.
Повний текст джерелаSharan, Nisha. "Computer: A tool for assisting students having dyslexia." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-105153.
Повний текст джерелаMajer, Vanessa. "Perceptions of dyslexia held by students with dyslexia and their teachers within a secondary school." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42927.
Повний текст джерелаMorrow, John W. "Law students with dyslexia and their experience of academic assessment." Thesis, University of Chester, 2017. http://hdl.handle.net/10034/621044.
Повний текст джерелаFidler, Rob. "The reading comprehension skills of adult students with dyslexia." Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/933/.
Повний текст джерелаPerkin, Glynis. "Mathematics learning support and dyslexia." Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/8021.
Повний текст джерелаPrgomet, Anna. "Having dyslexia and coping with the English language : A case study of a Swedish student with dyslexia." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35423.
Повний текст джерелаBlackman, S. N. J. "Students with dyslexia speak : what secondary school students say about teaching and learning in Barbados." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596698.
Повний текст джерелаWhite, Jean. "Dyslexia in pre-registration nursing students : strategies for developing clinical competencies." Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/54286/.
Повний текст джерелаRontou, Maria. "Provision for students with dyslexia in EFL : an ethnographic case study." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1237/.
Повний текст джерелаAgahi, Andisheh Sara. "Investigating the strengths of dyslexia in successful adults and university students." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/8587/.
Повний текст джерелаGauntlett, David A. "A study of specific learning difficulties in tertiary education." Thesis, Open University, 1987. http://oro.open.ac.uk/56996/.
Повний текст джерелаAndersson, Matilda, and Erik Wieslander. "Testning med BeSS på svenska gymnasieungdomar utan kända språkliga svårigheter : - ett referensmaterial för bedömning av subtila språkstörningar." Thesis, Umeå universitet, Logopedi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-64311.
Повний текст джерелаBackground: The test material BeSS was developed to assess subtle language difficulties in people with neurodegenerative diseases. The test has also been used in dyslexia evaluations since subtle language difficulties also can occur with dyslexia. The material lacks reference material for several age groups which is needed to give safer assessments with the material. Aim: To collect reference material for the BeSS test for high school students. To see if there is differences in performance between the test sections and if there is a gender difference. Method: The study had 28 participants, 16 girls and 12 boys, who were tested individually with BeSS. The participants did not have any known language difficulties or reading/writing problems and they were required to have attended a Swedish class with Swedish education in Swedish for at least 8 years. Results: For each of the test sections means and standard deviations are presented. For the individual test sections the students performed as follows: Repetition of long sentences mean 20.8 (SD 4.6), Sentence construction 27.3 (SD 2.3), Inference 25.5 (SD 3.5), Understanding of grammatically logical sentences 25.2 (SD 3.4), Ambiguities 22.1 (SD 5.0), Understanding of metaphors 25.5 (SD 3.9) and Definitions of words 25.6 (SD 3.2). There was not a significant gender difference. Conclusions: This study presents results for 28 students which is the beginning of a reference material that is needed for the continued use of the test in clinical speech and language pathology work. In the test sections Repetition of long sentences and Sentence construction the students performed the lowest and the highest scores. There was not a significant gender difference.
Murphy, Angela. "Possible selves and occupational potential of students with dyslexia : a narrative inquiry." Thesis, Leeds Beckett University, 2017. http://eprints.leedsbeckett.ac.uk/4785/.
Повний текст джерелаRollins, Nicole M. "Self-Esteem and Compensatory Strategies for Reading: Understanding Successful Students With Dyslexia." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1399557937.
Повний текст джерелаFoster, Irene. "Metacognition and dyslexia : towards an increased understanding of the cognitive knowledge and self-regulation practices of students with dyslexia in higher education." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/88231/.
Повний текст джерелаGrönblad, Johanna. "English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106176.
Повний текст джерелаMaguire, James Vincent. "Using video self-modelling to improve the reading attitudes of students with dyslexia." Thesis, University of Canterbury. Psychology, 2015. http://hdl.handle.net/10092/10727.
Повний текст джерелаHallman, Linnea. "Including You -Strategies for Including Students with Dyslexia in Regular English Classroom Practice." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-94381.
Повний текст джерела