Yes, there is a cure for dyslexia. However, the cure is unreachable for most students. Every child facing the dyslexia label needs an individual "toolbox" with unlimited learning supplies. Those "toolbox" supplies need to be (1) whatever teaching methods (even sometimes) make learning easier for that child, (2) unlimited access to educators whose primary concern is raising the student's self esteem, (3) a waiver from having to read aloud or do math problems in front of the entire class, (4) unlimited access to pictures, stories, and hands-on activities, (5) unlimited access to appropriate technology, (6) information broken into smaller parts and/or color-coded, (7) notes, formulas, word-banks, mnemonics, modified assignments, and (8) a total acceptance of outside the box (giving the student the benefit of the doubt) types of problem solving.
Educational challenges come in about as many shapes and sizes as there are children in schools. The "One Size Fits All" concept of matching the age of a child to a textbook shared by 25 or 30 peers is simply a wide guideline at best. When we throw into that mix the fact that an estimated 1 in every 5 children, 20%, "Have a Learning Difference called Dyslexia," (a quote often written by several educational experts) it is clear that learning is a complex process.
Mothers are the primary teacher of all children, usually all their lives. Therefore, ask any mother if her children acted the same in any grade as her other children did in exactly the same grade. She will likely laugh, before saying, "Goodness no!"
Then why do we pretend that matching the age of a child to a textbook, syllabus, educator, evaluation instrument, or other standard is the correct way? As time is money, the obvious answer is money. If the USA, or almost any other country for that matter, doubled or more the number of teachers and restricted classroom sizes to no more than 15, children would be a lot more likely to be academically successful regardless of what "label" has been placed in their school records or what challenge they might be facing inside or outside the classroom.
I have been awarded the label of expert of both ESL and Special Needs students. What that title means is that I have learned more from both ESL and Special Needs students than most because I was willing to trade my time for their best interests. I have repeatedly been humbled by the lessons that both ESL and Special Needs students offer to their educators. For example, most dyslexic students never give up. They just keep trying to understand. That is a priceless behavior!
Dyslexia student determination is exactly why researchers have found that most special education teachers work with them. They are an inspiration. History has shown that a gifted student needs to have 1 or 2 explanations of a new concept, and average student needs 10 to 12, but a learning disabled dyslexic student may need 500 or more explanations of a new concept. Only a patient, student self-esteem enhancing educator can handle that level of commitment. That is why tutoring is vital to success. No classroom teacher has the time to meet a dyslexic student's needs. Also, if there are 30 students in the classroom, and 20% are dyslexic, each teacher has an average of 6 who are dyslexic.
In summary, recent studies show that only 48% of a teacher's day is spent in the classroom. Most teachers put in a 7.5-hour day in class, plus another 5 hours every day (plus weekends) on IEP paperwork, meetings with teachers/admin/parents, and research into how to better serve each student in his or her class. The commitment to teaching in a special needs classroom is fueled by those kids who keep trying regardless.