Bio

Dr. Machiko Hosoki is a developmental-behavioral pediatrician. She is interested in reading problems in school-aged bilingual children, and how home and school environment affect reading development.

Dr Hosoki completed her undergraduate degree at Keio University in Japan, medical degree at Kanazawa University, and pediatric residency at Texas Tech Health Sciences Center in El Paso. During fellowship at Stanford University, she worked on research investigating the association between behavioral problems and white matter characteristics derived from dMRI in school aged children born preterm and term, under the mentorship of Dr Heidi Feldman.

Clinical Focus

  • Developmental Behavioral Pediatrics

Academic Appointments

  • Clinical Assistant Professor, Pediatrics

Honors & Awards

  • Charles B. Woodruff Endowed Fellow, Clinical Trainee Award, Stanford Maternal Child Health Research Institute (2020-2022)

Professional Education

  • Board Certification: American Board of Pediatrics, Developmental Behavioral Pediatrics (2023)
  • Board Certification, American Board of Pediatrics, Developmental Behavioral Pediatrics (2023)
  • Medical Education: Kanazawa University School of Medicine Japan
  • Fellowship: Stanford University Developmental-Behavioral Pediatrics Fellowship (2022) CA
  • Board Certification: American Board of Pediatrics, Pediatrics (2019)
  • Residency: Texas Tech University Health Sciences Center (2019) TX
  • Medical Education, Kanazawa University, Medicine (2016)
  • Master of Public Health, Columbia University Mailman School of Public Health, Epidemiology (2015)
  • Undergraduate, Keio University, Bioinformatics (2010)

Contact

  • Academic
    mhosoki@stanford.edu
    University - Staff Department: Peds/Developmental-Behavioral Pediatrics Position: Clinical Assistant Professor
  • Clinical (Primary)  Stanford Children's Health Specialty Services Sunnyvale 1195 W Fremont Ave Sunnyvale, CA 94087 (650) 724-6500 (fax)

Additional Clinical Info

Additional Info

  • Mail Code: 5415

Research Interests

  • Child Development
  • Elementary Education
  • Learning Differences
  • Parents and Family Issues
  • Social and Emotional Learning

Current Research and Scholarly Interests

Reading problem in bilingual children in elementary school

All Publications

  • Associations of Behavioral Problems and White Matter Properties of the Cerebellar Peduncles in Boys and Girls Born Full Term and Preterm. Cerebellum (London, England) Hosoki, M., Bruckert, L., Borchers, L. R., Marchman, V. A., Travis, K. E., Feldman, H. M. 2022

    Abstract

    Accumulating evidence suggests that the role of cerebellum includes regulation of behaviors; cerebellar impairment may lead to behavioral problems. Behavioral problems differ by sex: internalizing problems are more common in girls, externalizing problems in boys. Behavioral problems are also elevated in children born preterm (PT) compared to children born full term (FT). The current study examined internalizing and externalizing problems in 8-year-old children in relation to sex, birth-group, fractional anisotropy (FA) of the three cerebellar peduncles (superior, middle, and inferior), and interactions among these predictor variables. Participants (N = 78) were 44 boys (28 PT) and 34 girls (15 PT). We assessed behavioral problems via standardized parent reports and FA of the cerebellar peduncles using deterministic tractography. Internalizing problems were higher in children born PT compared to children born FT (p = .032); the interaction of sex and birth-group was significant (p = .044). When considering the contribution of the mean-tract FA of cerebellar peduncles to behavioral problems, there was a significant interaction of sex and mean-tract FA of the inferior cerebellar peduncle (ICP) with internalizing problems; the slope was negative in girls (p = .020) but not in boys. In boys, internalizing problems were only associated with mean-tract FA ICP in those born preterm (p = .010). We found no other significant associations contributing to internalizing or externalizing problems. Thus, we found sexual dimorphism and birth-group differences in the association of white matter metrics of the ICP and internalizing problems in school-aged children. The findings inform theories of the origins of internalizing behavioral problems in middle childhood and may suggest approaches to treatment at school age.

    View details for DOI 10.1007/s12311-022-01375-7

    View details for PubMedID 35138604

  • Associations of Attention Problems, Behavior Problems, Social Competence, and Academic Skills in a School Aged Children Born Preterm and Term Hosoki, M., Travis, K. E., Feldman, H. M. LIPPINCOTT WILLIAMS & WILKINS. 2021: S18

    View details for Web of Science ID 000670615500061

  • Associations of Attention Problems, Behavior Problems, Social Competence, and Academic Skills in a School Aged Children Born Preterm and Term Hosoki, M., Travis, K. E., Feldman, H. M. LIPPINCOTT WILLIAMS & WILKINS. 2021: S18

    View details for Web of Science ID 000656627200061