Avoiding the use of cyberspeak in educational materials may affect the understanding of young readers. This mainly depends on several factors: 1. **Reader's background**: Young readers are usually familiar with cyberspeak, especially since middle school, they frequently use these words in social media and online communication. If educational materials are too formal or use traditional language, they may feel alienated, which will affect their understanding and interest. 2. **Content relevance**: If the subject of the educational material is closely related to the lives of young readers, the appropriate use of some cyberspeak may help them better understand and accept the material. For example, when discussing topics such as digital technology and the impact of social media, quoting familiar terms can increase resonance. 3. **Balanced use**: In educational materials, it is possible to consider the reasonable use of cyberspeak in appropriate places while maintaining the academic and formal nature of the overall language. This approach can attract the attention of young readers without losing the rigor of education. 4. **Cultural adaptability**: Different regions and cultures have different acceptance levels of cyberspeak. In some occasions, the use of cyberspeak may be seen as unprofessional, while in other cases, it may be seen as a manifestation of being close to the readers. Therefore, writers of educational materials need to consider the cultural background of the target reader group. In short, the appropriate use of Internet terms can enhance the appeal and affinity of educational materials, but it needs to be handled with caution to ensure that it does not affect the rigor and educational effectiveness of the materials.