Curriculums that are most beneficial for students with dyslexia and other reading difficulties should call for instruction that is explicit, structured, systematic, and sequential. Students with dyslexia most often have difficulty in decoding and phonics skills. Winsor Learning published an article detailing five essential questions to ask oneself when looking for a curriculum or program to implement when working with students with dyslexia or other difficulties in decoding or phonics skills. You can also visit my webpage "Research: SL and TLP Curriculums" to learn more about the differences between structured literacy (SL) approaches and typical literacy practices (TLP).
As detailed in the ALSDE Dyslexia Resource Guide (2016), dyslexia is not a disease and cannot be "cured". It is also not a visual condition, and it cannot be fixed with some sort of special reading glasses or "eye exercises". Each student with dyslexia encounters different difficulties. However, through implementing evidence-based, multisensory, explicit, and systematic instructional techniques, the reading, writing, and spelling difficulties encountered by students with dyslexia can be overcome.