Using reading research as an example, this article aims to provide new conceptual tools for examining the production of scientific knowledge. Drawing on the metaphor of a theatre of truth, it explores how scientific knowledge is staged, dramatised and communicated within the field of reading research. It highlights the performative and public nature of knowledge production and examines the role of human and non-human actors, such as researchers, audiences, methods and visualisations, in shaping what counts as scientific truth. Focusing on the articles published in the Journal of Reading Behavior (later Journal of Literacy Research), the study traces how shifts in paradigms - such as the transition from qualitative to qualitative and interpretative approaches - reconfigure the 'stage' of reading science. The article also introduces the concept of a contract of intelligibility to explore how shared assumptions and conventions govern the production and reception of scientific knowledge. We also consider the techniques of dramatisation that are used to differentiate concepts and demonstrate scientific truth in an accessible and persuasive way. Ultimately, the article underlines the need to critically examine the mechanisms through which educational research constructs and communicates its truths, thereby revealing its broader societal and political implications.