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We conducted an eight-week longitudinal study with 15 undergraduates who used AI to support assigned readings in a course. We collected 838 prompts across 239 reading sessions and developed a coding schema categorizing prompts into four cognitive themes: Decoding, Comprehension, Reasoning, and Metacognition. Comprehension prompts dominated (59.6%), with Reasoning (29.8%), Metacognition (8.5%), and Decoding (2.1%) less frequent. Most sessions (72%) contained exactly three prompts, the required minimum of the reading assignment. Within sessions, students showed natural cognitive progression from comprehension toward reasoning, but this progression was truncated. 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