When using the Internet to learn about a curricular topic students face the challenge of not only understanding each single document, but also of integrating the ideas in a combined representation. Several intervention studies have tested instructional methods, such as building concept maps, aimed at teaching integration of multiple documents to Secondary education and older students. However, building a concept map may be demanding for learners and requires competencies to build maps in an appropriate way. In the current study we explore the extent to which such integration processes relying a concept map mapping instruction can be efficiently taught to 6th grade students. Specifically, we tested a program which included eye-movement modeling examples (EMMEs) and self-explanation prompts on comprehension and concept mapping in a natural educational setting. An active control group received a similar instruction without EMMEs. Students were randomly assigned to the intervention (n ¼ 34) or active control (n ¼ 32) groups, and participated in 1-h sessions during four consecutive days. Results indicated that EMME group learnt better than the control group the phases to construct a concept map, as measured in a questionnaire. However, from pre to post test, the EMME group didn't improve comprehension as measured by open-ended reading comprehension questions or in a delayed summary. We conclude that EMMEs can be used to foster literacy strategy instruction of primary school students.