The Truth About DIBELS investigates the validity and pedagogical implications of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment system. This book critically examines the research underpinning DIBELS, questioning its effectiveness as a measure of early literacy development and its impact on classroom instruction. Goodman, a prominent figure in literacy research, argues that DIBELS oversimplifies reading and may lead to a narrow focus on isolated skills, potentially disadvantaging students who do not fit the assessment's narrow parameters.

This work is recognized as a significant critique within the field of literacy education. Scholars and educators often cite Goodman's analysis when discussing the controversies surrounding standardized early literacy assessments. The book is generally regarded as a foundational text for understanding the potential drawbacks of high-stakes, skills-based testing in early reading.