Theories and practices to enhance multiple document comprehension and integration are crucial in both personal and work contexts, especially with the proliferation of printed and online sources. This experimental investigation replicates and extends (Wei et al., Educational Technology Research and Development 72:661-685, 2024) to examine how multiple documents integration is influenced by reading purpose, summary writing, and extra-textual networks (pre-reading, Study 1, and post-writing, Study 2). In Study 1 (N = 102), participants were randomly assigned to a pre-reading purpose set by a prompt (integrative or detailed) and by a network (an integrative or else an intra-text network) and then read three documents about Alzheimer's disease to complete a writing task with revision (but no feedback). Three days later, they completed a delayed writing task and an inference verification test. In Study 2 (N = 90), the same procedure was used except that the network was used as feedback after writing to support revision. Results from the two studies agree with the previous research that the quantity and structural quality of integration can be improved by external cues and by delayed repeated writing. This research further confirms an innovative approach for evaluating different aspects of knowledge integration and contributes to the literature from the concept network perspective as a measure and an intervention of multiple-text reading.