Knowing that I do not have control of how the consumer makes meaning of the communication, I now have to use remediation or the repetition of portions of each page within the next page so that meaning remains continuous.

A better explanation for the splitting of attention would be a screen shot of say an active shooter computer game. Such a game has the main action occurring in the center and usually in the far corners other information is provided on screen such as different views of perspective, armory, health, munitions, etc. The gamer is not just concentrating on the center screen but has to split their attention between other information being provided while the game is played. This becomes active consumption of a text and not passive consumption such as reading a novel.

What the scholars miss in this argument is the very near and dear textbook. Somewhere in one's education, a teacher usually takes time to teach a class how to consume/read a textbook and it is not from the first chapter of the page to the last page of the chapter. Eventually one does read from page one of the chapter to the last page of the chapter, but one usually browses through the chapter noting the illustrations, reading the captions, reading the headers and sub-headers to get a general idea of the information being provided. Therefore, one does not read a textbook the same way one reads a novel. I think it is fascinating to note that the scholars missed this one because of all the textbooks they write.