<p>Understanding how young students use multiple written documents to complete assignments in online learning environments is crucial for teachers. We explored how receiving different types of reading prompts affects primary school students’ integration of conflicting pieces of information. Primary school children read four short texts in an online platform and were asked to write an essay on the controversy about becoming vegetarian. Half of the participants received an academic task prompt, demanding to read and summarize the information from the texts to justify the convenience to become vegetarian. The other half of the participants received a personalized task prompt, which included a prompt to offer informed advice to a relative. In a second session, they completed a paper-based learning essay, with a general recall prompt and a memory for ideas and sources task. Contrary to our expectations, students who received personalized reading prompts integrated information from the documents in their essays at a similar extent than their counterparts who received academic prompts. However, in the paper-based learning essay, students performing the task under academic prompts included a higher number of inferences. Online data confirmed that students in the academic prompt group read information about the different sides of the controversy at similar rates. Results suggest that the way reading prompts are framed may influence the depth at which young students process multiple documents on a controversial topic. Further studies that compare other types of task prompts and consider the influence of individual differences may help us to better understand this effect.</p>