Text comprehension is a key aspect to consider when designing modelling problems. One important feature of mathematical problems is where the question is placed in the text. We present a theoretical background on text comprehension and modelling problems, and we discuss the pros and cons of placing the question before the text rather than placing it after the text. A review of the research revealed that placing the question before the text is more likely to result in improved comprehension. Further, we propose consequences for task design and future research.